One of the most researched challenges in learning Spanish is the acquisition and use of the past aspect, namely, the preterit and imperfect. L2 learners encounter this challenge due to differences in how native English and Spanish speakers view past events. Numerous studies on the Spanish past aspect have analyzed L2 learners’ past aspectual selections through two hypotheses: the lexical aspect hypothesis (LAH), which claims that lower-level L2 learners are guided by the lexical semantics of the verb in their selections of past aspect; and the discourse hypothesis (DH), which claims that as L2 learners become more proficient, they make past aspectual selections to foreground and background information. The present study uses both hypotheses to analyze past aspectual selections in beginner, intermediate, and advanced L2 learners as well as native speakers. By doing so, it was possible to analyze how past aspectual selections differ across proficiency levels on the basis of lexical aspect and narrative grounding. 75 L2 learners and 20 native Spanish speakers produced two uncontrolled, written narratives. The first was a film-retell based on a five minute clip of “Alone and Hungry” from Modern Times and the second was a personal narration of a favorite vacation. All verbs within each narrative were coded for lexical aspect: atelic states and activities as well as telic accomplishments and achievements. Next, foregrounded clauses (preterit) were separated from backgrounded clauses (imperfect) in order to capture how narrative structure played a role in past aspectual selections. The researcher and a second coder determined the accuracy of use of the preterit and imperfect. Quantitative data consisted of contingency tables and chi-square analyses for the film-retell task and the personal narrative task separately that captured total use of preterit and imperfect morphology for the LAH. It also captured correct use of preterit and imperfect for the DH. Finally, type-token ratios (TTRs) were used to assess the lexical variety of verbs on the basis of grammatical aspect, lexical aspect, and proficiency level for the fill-retell task. The results revealed that for the film-retell and personal narrative tasks, there was support for the LAH. Participants across proficiency groups were guided by the LAH when making past aspectual selections. There was also partial support for the DH in that participants across proficiency groups consistently selected preterit morphology for atelic states and activities, even if the lower-level proficiency groups made more errors in their past aspectual selections. However, showed very little evidence of correct use of imperfect morphology with telic achievements and accomplishments. Additionally, analysis of type-token ratios (TTRs) showed that participants across proficiency groups repeatedly used high-frequency verbs to complete their narratives. This was particularly noticeable for state and activity verbs within the beginner group. Task type appeared to be a major influence in participants’ selections of past aspect for the film-retell task. Participants were influenced by the numerous sequential scenes of the film task, which accounted for the high frequencies of preterit to mark bounded events, but much lower frequencies of imperfect to mark unbounded events. For the personal narrative, frequencies of the preterit were higher than imperfect across each lexical class. When assessing both film-retell and personal narratives, participants produced very few contexts for imperfect with achievement and accomplishment verbs. Participants either did not have the knowledge to do so or felt that their own narrations of “Alone and Hungry” and their personal narrative was sufficient to complete the task. / Spanish

Though the field of Spanish heritage language (SHL) studies has seen a boom in research, such research has not yet addressed the materials available for SHL classes. This dissertation fills a gap in previous research by addressing the representation of US Latinos and US varieties of Spanish in the SHL context. The current study involves a critical discourse analysis (CDA) of the presentation of both culture and language in intermediate level university SHL textbooks, in order to show how such texts present US Spanish-speaking people’s culture and their language varieties. Previous research on both history and Spanish as a foreign language textbooks show that US Latino populations in such texts are frequently reduced to numbers, faceless statistics or stereotypes (Arizpe & Aguirre, 1987; Cruz, 1994; Elissondo, 2001; Ramírez and Hall, 1990; Rodríguez and Ruiz, 2005; and van Dijk, 2004a; 2004b). Additionally, previous analyses of the presentation of Spanish in Spanish foreign language (SFL) textbooks show SFL texts provide “…varying or misleading intuitions about dialects of Spanish” (Wieczorek 1992, p.34; see also Fonseca-Greber & Waugh, 2003). This dissertation corroborates these findings in the SHL context and presents suggestions for improving the quality of materials used in the SHL context. The results of the current study clearly parallel those found by van Dijk (2004b); though the texts present “factual” information, it is the selective presentation of this information that culminates in an overall negative representation of immigrant and minority cultures, which is rooted in a metonymical understanding of what it means to be immigrant. Additionally, all the texts continue to promote a pseudo-Castilian variety of Spanish, while delegating student varieties of the language to appropriate home contexts. This bidialectal treatment of US varieties of Spanish excludes critical based dialect awareness altogether. This dissertation addresses the need to both improve and develop “…pedagogically sound textbooks and new technology materials designed to meet the Hispanic bilingual student’s linguistic needs” (Roca, 1997, pp.37-43). It is only through critical discourse analysis that we can assure that textbooks are indeed presenting a positive image of US Latinos and their language to students enrolled in university SHL classes.

This thesis presents thirteen research papers published between 1987-97, and a summary and discussion of their contribution to the field of developmental speech disorders. The publications collectively constitute a body of work with two overarching themes. The first is methodological: all the publications report articulatory data relating to tongue movements recorded using the instrumental technique of electropalatography (EPG). The second is the clinical orientation of the research: the EPG data are interpreted throughout for the purpose of informing the theory and practice of speech pathology. The majority of the publications are original, experimental studies of lingual articulation in children with developmental speech disorders. At the same time the publications cover a broad range of theoretical and clinical issues relating to lingual articulation including: articulation in normal speakers, the clinical applications of EPG, data analysis procedures, articulation in second language learners, and the effect of oral surgery on articulation. The contribution of the publications to the field of developmental speech disorders of unknown origin, also known as phonological impairment or functional articulation disorder, is summarised and discussed. In total, EPG data from fourteen children are reported. The collective results from the publications do not support the cognitive/linguistic explanation of developmental speech disorders. Instead, the EPG findings are marshalled to build the case that specific deficits in speech motor control can account for many of the diverse speech error characteristics identified by perceptual analysis in previous studies. Some of the children studied had speech motor deficits that were relatively discrete, involving, for example, an apparently isolated difficulty with tongue tiplblade groove formation for sibilant targets. Articulatory difficulties of the 'discrete' or specific type are consistent with traditional views of functional lingual articulation in developmental speech disorders articulation disorder. EPG studies of tongue control in normal adults provided insights into a different type of speech motor control deficit observed in the speech of many of the children studied. Unlike the children with discrete articulatory difficulties, others produced abnormal EPG patterns for a wide range of lingual targets. These abnormal gestures were characterised by broad, undifferentiated tongue-palate contact, accompanied by variable approach and release phases. These 'widespread', undifferentiated gestures are interpreted as constituting a previously undescribed form of speech motor deficit, resulting from a difficulty in controlling the tongue tip/blade system independently of the tongue body. Undifferentiated gestures were found to result in variable percepts depending on the target and the timing of the particular gesture, and may manifest as perceptually acceptable productions, phonological substitutions or phonetic distortions. It is suggested that discrete and widespread speech motor deficits reflect different stages along a developmental or severity continuum, rather than distinct subgroups with different underlying deficits. The children studied all manifested speech motor control deficits of varying degrees along this continuum. It is argued that it is the unique anatomical properties of the tongue, combined with the high level of spatial and temporal accuracy required for tongue tiplblade and tongue body co-ordination, that put lingual control specifically at risk in young children. The EPG findings question the validity of assumptions made about the presence/absence of speech motor control deficits, when such assumptions are based entirely on non-instrumental assessment procedures. A novel account of the sequence of acquisition of alveolar stop articulation in children with normal speech development is proposed, based on the EPG data from the children with developmental speech disorders. It is suggested that broad, undifferentiated gestures may occur in young normal children, and that adult-like lingual control develops gradually through the processes of differentiation and integration. Finally, the EPG fmdings are discussed in relation to two recent theoretical frameworks, that of psycho linguistic models and a dynamic systems approach to speech acquisition.

Orientador: Ana Mariza Benedetti / Banca: Vilson José Leffa / Banca: Fátima de Gênova Daniel / Banca: Solange Aranha / Banca: Suzi Marques Spatti Cavalari / Resumo: Este trabalho tem por objetivo verificar como os componentes de quatorze sistemas de atividades no escopo do "Projeto Teletandem Brasil: línguas estrangeiras para todos" (contexto multimidial telecolaborativo de aprendizagem de línguas estrangeiras) estão caracterizados, interagem e influenciam a continuidade ou descontinuidade das parcerias teletandem. O seu referencial teórico baseia-se nos fundamentos da aprendizagem em teletandem, seus princípios norteadores, nas normas e sugestões para realização de teletandem e, principalmente, na abordagem histórico-cultural da Teoria da Atividade. Também tem-se em consideração a teoria das metas, o componente intercultural das interações teletandem, além de outros fatores presentes nas interações decorrentes dos diferentes contextos sociais, institucionais e tecnológicos em que os participantes estão inseridos. A pesquisa em questão investiga sete pares teletandem, que interagem por períodos de um a oito meses, constituídos por uma brasileira, que foi pareada com três falantes de espanhol, e outra brasileira que interagiu com quatro falantes de inglês. Os dados foram gerados por meio de um questionário aplicado às interagentes brasileiras, gravações das interações (predominantemente chats), diários, e-mails trocados entre os participantes, os relatórios de pesquisas das interagentes brasileiras (que estavam envolvidas em iniciação científica ou estágio básico), narrativas e uma entrevista final. Um sistema de atividade primário foi estruturado, considerando uma interação prototípica de teletandem e, na triangulação dos dados, outros quatorze diferentes sistemas de atividades, específicos de cada interagente e parceria, foram caracterizados e analisados. Baseando-se nos preceitos da Teoria da Atividade, entende-se que as variáveis que influenciam a continuidade das parcerias estão relacionadas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study aims to verify how the components of fourteen activity systems within the scope of "Teletandem Project: foreign languages for all" (multimidial telecollaborative context of foreign languages teaching) are characterized, interact and influence the continuity or discontinuity of teletandem partnerships. The theoretical framework is based, mainly, on the fundamentals of the teletandem learning, its guiding principles, norms and suggestions for conducting teletandem and the historical-cultural approach of the activity theory, It also incorporates the goal theory, the intercultural context of the teletandem interactions, among other factors present in the interactions related to different social, institutional and technological contexts of the participants. The research in question investigates seven teletandem partnerships, lasting from one to eight months, consisting of one Brazilian, who was pared with three speakers of Spanish, and another Brazilian who interacted with four speakers of English. Data were generated through a questionnaire applied to the Brazilian participants, recordings of interactions (predominantly internet chats), journals, e-mails exchanged among the participants, research reports of the Brazilian participants (who were involved in undergraduate research), narratives and a final interview. A primary activity system was structured considering a prototypical teletandem interaction and in the triangulation of data other fourteen different activity systems, specific to each participant and partnership, were characterized and analyzed. Based on the precepts of activity theory we understand that the variables that influence the continuity and discontinuity of the partnerships are related to: (i) a well structured Teletandem Community with professors, mediators or monitors available to assist and prepare the participants, giving support, guidelines... (Complete abstract click eletronic access below) / Doutor

Orientador: Nildiceia Aparecida Rocha / Coorientador: Rosangela Sanches da Silveira Gileno / Banca: Nelson Viana / Banca: Angelica Terezinha Carmo Rodrigues / Resumo: Com as políticas linguísticas favorecendo o ensino e aprendizagem da língua portuguesa no cenário mundial, observa-se um intenso desenvolvimento na área de estudos sobre Português como Língua Estrangeira (PLE). No entanto, alguns aspectos nessa área demandam avanços, como, por exemplo, a elaboração de livros didáticos (LD) com enfoques metodológicos mais atualizados e sensíveis às variedades linguísticas. Assim, propõe-se, neste trabalho, analisar como a variação dos pronomes tu/você e nós/a gente é mostrada por três livros didáticos de PLE de diferentes abordagens de ensino. Para isso, foi apresentado, primeiramente, um mapeamento sociolinguístico, construído a partir de diversos trabalhos já publicados sobre o assunto, a fim de identificar como aparece aquela variação na fala brasileira. Em seguida, tais dados foram contrapostos aos encontrados nos LDs: Muito Prazer, Brasil Intercultural e Ponto de Encontro. Considerando o mapeamento, observou-se que o uso da forma inovadora você tende a se sobrepor ao uso da forma conservadora tu, visto que a realidade linguística do PB pressupõe uma variação pronominal nesse aspecto. Em relação a nós e a gente, o retrato sociolinguístico brasileiro não prevê estratificação regional, estando as duas formas em variação no PB. Quanto aos LDs, pode-se verificar que o primeiro livro não apresenta critérios metodológicos para a abordagem desses pronomes, apresentando-os de modo contraditório, ora em sua estrutura, ora de acordo com a variação. O segundo mostra um comprometimento maior com o que é descrito em suas apresentações, ou seja, ensinar PLE, de forma mais comunicativa, considerando que além de propor exercícios que mostrem as ambiguidades do pronome a gente, também propõe atividades que contemplam esta variação. Por sua vez, o terceiro livro evidencia que, embora existam algumas... / Abstract: With language policies favoring the teaching and learning of the Portuguese language in the international arena, there is an intense development in the field of study of Portuguese as a Foreign Language (PLE). However, some aspects of this issue demand advances, for example, the preparation of textbooks (from now on LD) with more updated and sensitive to linguistic varieties methodological approaches. Thus, it is proposed in this research, to analyze how the pronominal variation tu / você and nós/ a gente is shown in three PLE textbooks of different teaching approaches. For this, it first proposed a sociolinguistic map, constructed from several studies published on the subject in order to identify how this variation is presented in the Brazilian speech. And then, these data are compared to those found in the LDs: Muito Prazer (MP); Brasil Intercultural (BI) and Ponto de Encontro (PE). Considering the mapping, we observed that the use of the innovative way você tend to overlap the use of conservatively tu, once that the Brazilian Portuguese reality presupposes a pronominal variation in this respect. In relation to nós and a gente, the Brazilian sociolinguistic picture does not provide regional stratification, with the two forms of variation in BP. As for LDs, we verified that the first book does not present methodological criteria for addressing these pronouns, presenting them in a contradictory way, e.g. grammar or language in use. The second shows a greater commitment to what is described in their presentations, that is, to teach PLE communicatively, considering the addition to proposing exercises that show the ambiguities pronoun a gente, it also provides activities that feature this variation. Finally, in the third book, we saw that although this shows some varieties (Brazilian Portuguese), it seems that just this does not contribute to an appropriate and varied linguistic... / Mestre

Orientador: Odair Luiz Nadin da Silva / Coorientador(a): Cibele Cecílio de Faria Rozenfeld / Banca: Sandra Mari Kaneko Marques / Banca: Mônica Ferreira Mayrink O'Kuinghttons / Resumo: É possível verificar nas últimas décadas o interesse pelo ensino e aprendizagem de espanhol como língua estrangeira (ELE) no Brasil, principalmente, após a criação do MERCOSUL. Diante disso, a presente pesquisa busca desenvolver reflexões sobre a demanda por cursos de língua espanhola para fins específicos no Brasil, com relação às áreas de conhecimento dos potenciais alunos, suas características, necessidades e modalidade de curso preferida. Partimos da hipótese de que a modalidade a distância pudesse ser a de maior interesse, em consequência de seu crescimento nos últimos anos e em decorrência do perfil de muitos profissionais que buscam a aprendizagem do idioma. Utilizamos princípios teóricos do ensino de línguas para fins específicos e discutimos alguns aspectos da Educação a Distância. Trata-se de uma pesquisa qualitativa com dados quantitativos, na medida em que foram elaborados dois questionários utilizando uma ferramenta virtual e aplicado a estudantes e profissionais de diferentes áreas do conhecimento. O questionário 1 foi organizado com dez questões que buscam identificar desde o nível linguístico do aluno na língua-alvo, a sua faixa etária, quais as habilidades linguísticas mais presentes no cotidiano desses profissionais/alunos, a modalidade de ensino preferida (presencial, híbrida ou a distância) até a área do conhecimento dos entrevistados, Com relação a esse questionário, foram considerados para a análise um total de mil trezentos e quarenta e quatro informant... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It is possible to verify on the last decades, the growing interest in the teaching and learning of Spanish as a foreign language especially after the foundation of MERCOSUL on the last decade. Facing that, the present study aims to reflect about the demand by Spanish language courses to specific purposes in Brasil relative to the areas of knowledge of the potential students, their characteristics and favorite course modality. We considered the hypothesis that the distance learning modality is the one with the major interest as a result of its growing in the last years and the profile of many professionals that search the language's learning. We will use the theoretical and methodological principles of the teaching of languages to specific purposes and we will discuss the aspects of the Distance Learning. It is a qualitative research with quantitative data, since two questionnaires were developed using the virtual tool and applied to students and professionals from different areas of knowledge. Questionnaire 1 was organized with ten questions that identified since the linguistic level of the student on the target language, age group, which were the most present linguistic skills in their job, the most favorite teaching modality (presential, hybrid or distance learning) until the area of knowledge of the interviewed. We considered to the analysis a total of a thousand three hundred forty-four questionnaires; then questionnaire 2 came up with the necessity of rethink the linguis... (Complete abstract click electronic access below) / Mestre

Orientador: Antônio Suárez Abreu / Banca: Ana Carolina Criscuolo Esperança / Banca: Beatriz Quirino Arruda Doná / Resumo: O presente trabalho estuda uso de anglicismos no domínio discursivo da Administração de Empresas. A investigação conduzida tem seu foco no fato de que alguns termos em inglês têm traduções consolidadas e bem aceitas pelos falantes brasileiros, e outros, simplesmente, são utilizados em sua forma nativa, com ortografia, sentido e, muitas vezes, pronúncia originais. A escolha do tema foi motivada pela experiência do autor como discente no curso de MBA em Gestão Empresarial. Nesse contexto, tanto nas interações em sala de aula com professores e colegas, quanto em contato com a bibliografia da área, constatou-se que há grande influência da cultura norte-americana nas práticas gerenciais atuais e, consequentemente, da língua inglesa na literatura correlata. Ademais, em levantamento bibliográfico acerca do tema desta dissertação, foram encontrados artigos de periódicos, dissertações de mestrado e teses de doutorado, na área da Linguística, que contemplavam os domínios discursivos de Jornalismo, Informática e Economia, entre outros, mas foi constatada a uma lacuna no que se refere à Administração de Empresas. O arcabouço teórico que sustenta este trabalho está fundamentado na visão cognitivista de língua, que a entende como um sistema simbólico que serve à interação humana e a considera um sistema adaptativo complexo. Nesta dissertação apresentamos reflexões sobre o uso de dez anglicismos no contexto da Administração. As análises, de maneira geral, endossam a teoria de que essas p... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This dissertation studies the use of anglicisms (English loanwords used in texts written in Portuguese) in the discursive field of Business Administration. This research is focuses on the fact that some English terms have translations that are well accepted by Brazilian speakers, and others are simply used in their native forms. The choice of subject was motivated by the author's experience as an MBA student. In this context, both in classroom interactions with professors and peers, as well as in the literature of the area, it was found that there is great influence of American culture on current management practices and hence the English language. In addition, in the literature concerning the theme of this dissertation, we have found journal articles, dissertations and doctoral theses in the field of linguistics, which contemplated the discursive fields of journalism, computer science and economics, among others, but there was a gap in regard to Business Administration. The theoretical framework that supports this work is based on the cognitive view of language. It approaches language a symbolic system that underpins human interactions and considers it a complex adaptive system. In this research, we present reflections on the use of ten anglicisms in the context of management. The analysis, in general, endorses the theory that these words were used in Portuguese to meet interactional communicative needs of its speakers. From the perspective of language as a complex adaptive system, we realize that the attractors economy and meaning serve as motivators to use all studied items. As a result of these attractors, there are benefits in text ergonomics, since the anglicisms make communication more fluid and reader-friendly, once they make excessive explanations and text elements as references or footnotes unnecessary. Another remarkable point of these reflections was the observation of the... (Complete abstract click electronic access below) / Mestre

Orientador(a): Anise Abreu Gonçalves D'Orange Ferreira / Banca: Edvanda Bonavina da Rosa / Banca: Alessandro Rolim de Moura / Banca: Maria Celeste Consolin Dezotti / Banca: Rosinda Guerra Ramos / O trabalho apresenta os textos originais em grego, com tradução paralela em português, do 3 livros de Apolodoro / Resumo: Esta pesquisa é o resultado final de um trabalho que partiu de uma Iniciação Científica, quando, sob a orientação da Profa. Dra. Edvanda Bonavina da Rosa, tratamos de analisar a ocorrência de voz média grega nas narrativas de Héracles, presentes no livro II de Biblioteca, estendida e aprofundada em mestrado, já sob a orientação da Profa. Dra. Anise de Abreu Gonçalves D'Orange Ferreira, para análise dessa categoria verbal em toda essa referida obra. Nesta nova abordagem, nosso objetivo é realizar uma análise comparada da voz média do ponto de vista da tradução, a partir de um tratamento digital na obra Biblioteca de Apolodoro, prosador grego do séc.II d.C, texto que reúne as principais narrativas mitológicas helênicas desde a origem dos deuses até a ida de Teseu para Atenas. Partimos de uma análise comparada da medial entre três traduções modernas desse texto a fim de encontrarmos um método automático para geração de referências literárias do texto, culminando, como produto, numa versão em português traduzida, comentada e digital do livro, contemplando também uma análise morfológica de todo o léxico da obra, seguindo os moldes dos principais bancos de dados linguísticos atuais, como a Perseus Digital Library. Primeiramente, fazemos um levantamento teórico acerca da tradução de textos em prosa e, em seguida, discutimos essa viabilidade e os desafios dessa tarefa quando lidamos especificamente com um texto desse gênero escrito em grego antigo, tratando de algumas particularidade... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research is the final result of a work that started during Scientific Initiation when, under Prof. Dr. Edvanda Bonavia da Rosa's supervision we analysed the occurrences of the Greek middle voice along the narratives of Hercules, on Book II of Library, extended and analysed more deeply during the master degree, under Prof. Dra. Anise de Abreu Gonçalves D'Orange Ferreira. Our presente goal is to make a comparative analysis of the Greek middle voice considerings its translation, based on a digital methodology on Apollodorus' Library, Greek author of the 2nd Century a.D, whose text compiles the main mythological narratives since the origins of the gods until the journey of Theseus to Athens. We started with a comparative analysis of the middle vouce within three different translations to find a automatic method for generating literary references of the text, reaching a Portuguese translated, digital and commented version of the book, also contemplating a morphological analysis of the vocabulary, folowwing the patterns of Perseus Digital Library. First we propose a theoretical study upon the translation of narratives and then we discuss the viability and the challenges within this task when we deal with a Greek text, dealing with some particularities, focusing on the middle voice, theme we talk about in this thesis, trying to define its features and how they are disposed on a Portuguese translation. Right before once the middle voice is defined, we analyze how different translators of modern languages solve these features, comparing the English, Spanish and French version of Apollodorus. This comparative approach is made by a corpus approach (Corpus Linguistics) and we extract the translated forms of the middle voice in each text comparing the different choices, analyzing deeply this verbal aspect. Moving on, our focus is to develop an entire research from a digital approach... (Complete abstract click access below) / Doutor

Orientador: Douglas Altamiro Consolo / Banca: Ana Cristina Biondo Salomão / Banca: Maximina Maria Freire / Banca: João Antonio Telles / Banca: Solange Aranha / Resumo: A presente pesquisa consiste em um estudo hermenêutico acerca do desenvolvimento de intersubjetividade em interações entre aprendizes de língua estrangeira, bem como sobre o papel que a intersubjetividade desempenha nesse contexto. Para tanto, visa a definir um continuum epistêmico-metodológico que seja plausível e aplicável à análise da intersubjetividade na aprendizagem de línguas. O processo intersubjetivo é compreendido interdisciplinarmente como uma experiência fenomenológica em que os sujeitos do discurso reconhecem-se e constituem-se mutuamente como tais no exercício de alteridade, de transcendência e de empatia, co-construindo bases referenciais sobre as quais se apoiam para viabilizar e refinar a comunicação entre si e tornarem a interatividade profícua à aprendizagem da língua-meta. Metodologicamente, a investigação situa-se no escopo da produção científica do Projeto Teletandem: a transculturalidade das interações online em língua estrangeira por webcam, um contexto online e multimodal de aprendizagem colaborativa de línguas, em que são estabelecidas parcerias entre falantes de línguas de proficiência diferentes, interessados em aprender a língua um do outro no exercício de autonomia e reciprocidade. O contexto imediato da pesquisa corresponde a uma modalidade de teletandem institucional e integrada (TTDii) cujos participantes são alunos de disciplinas de língua estrangeira em cursos superiores de universidades de países diferentes. Os registros de interações, em... / Abstract: The present research consists of a hermeneutic study on the development of intersubjectivity in interactions between foreign language learners, as well as on the role that intersubjectivity plays in that context. Therefore, it aims to define an epistemic-methodological continuum that is plausible and applicable to the analysis of intersubjectivity in the learning context. The intersubjective process is understood interdisciplinarily as a phenomenological experience in which discourse subjects recognize and constitute each other through the exercise of otherness, transcendence and empathy, co-construct a common framework of reference to rely on, thus refining communication and making interactivity profitable to the learning of the target language. Methodologically, the research falls within the scope of Teletandem: Transculturality and identity in webcam interactions in foreign languages' project, an online and multimodal context of collaborative language learning, in which partnerships are established between speakers of different proficiency languages, interested in learning each other's language in the exercise of autonomy and reciprocity. The immediate context of the research corresponds to an institutional and integrated variety of teletandem (iiTTD) whose participants are students of foreign language disciplines in undergraduate courses in different countries. The audio-and-video-recorded interactions are analyzed qualitatively from a hermeneutical perspective, in order ... / Doutor

This thesis investigates the construction of identity and authenticity through sociophonetic variation, focusing on British Hip Hop artist Amy Winehouse. Prior work on British vocal artists’ phonetic variation has relied upon regional categorical frameworks (Trudgill, 1983; Carlsson, 2001) and found variation to be evidence of production errors and speakers’ misidentification of targeted speech patterns, resulting in summative interpretations of conflict between speakers’ discreet identities and speech pattern categories. More recent work has attended to linguistic processes within cultural movements influenced but not strictly delimited by sociolinguistics’ canonical categories of region, class, race, etc. Within the context of the Hip Hop cultural movement, which demands members maintain authenticity via its mantra of keepin’ it real, scholars have described processes by which authenticity is redefined and re-localized (Pennycook, 2007), emphasized the performative process of the construction of identity rather than the categorical delineation of identity (Alim, 2009), explicated the construction of authenticity within Hip Hop as inextricable from Hip Hop’s roots in the Black American Speech Community (Alim, 2006), and shown how linguistic processes mediate the markedness of artists’ Whiteness as they construct authenticity within Hip (Cutler, 2007). This work applies sociophonetic analytic tools to sung and spoken speech informed by indexical theory. Through indexical theory, the construction of identity is examined via the employment of variants that do not convey fixed meanings but instead create complex fields of possible meaning (Eckert, 2008). The variables examined include postvocalic contexts of the liquids /l/ and /r/ and intervocalic instances of /t/. Findings indicate that Winehouse’s use of non-rhotic postvocalic /r/ in spoken language, rhotic postvocalic /r/ in singing language, glottal [ʔ] intervocalic /t/ in spoken language, intervocalic /t/ as [ɾ] in singing language, and categorical use of vocalized postvocalic /l/, demonstrates a negotiation between a Hip Hop identity and a White British non-posh identity. Her spoken and singing language represent a re-localizing of Hip Hop’s demand for authenticity within Winehouse’s British context. Findings indicate that phonetic features can index a redefinition of authenticity as forms of talk, such as Hip Hop, gain ownership in new contexts.