Thèse de doctorat : Lettres et Arts : Lyon 2 : 2001. / Titre provenant de l'écran-titre. Bibliogr.

Thèse de doctorat : Sciences du langage : Lyon 2 : 2001. / Titre provenant de l'écran-titre. Bibliogr. Index.

People who match each other’s language styles in dialogue tend to have more positive interactions. A person’s language style is defined by his or her use of function words (e.g., pronouns, articles), a class of short, commonly used words that make up the grammatical structure of language. The language style matching (LSM) metric indexes the degree of similarity between two individual’s patterns of function word usage. Previous research assumes that function word similarity and its positive social correlates, such as liking, result from convergence that occurs within an interaction. However, the link between language style similarity and liking may alternately be explained by two kinds of preexisting similarity. First, people tend to like each other more to the degree that they are similar in terms of attitudes, backgrounds, and personality, and these kinds of interpersonal similarity tend to manifest themselves in similar function word use. Second, processing fluency research suggests that people will process typical language styles—which are by definition similar to most other language styles in a normal population—more fluently and thus will like typical speakers more than less typical speakers. Two studies compared the relationship between liking and three measures of function word similarity (convergence, baseline similarity, and typicality) during brief conversations. Each language similarity variable was hypothesized to positively predict measures of liking individually. However, consistent with the behavior coordination literature, only LSM, a measure of within-conversation language convergence, was expected to predict liking above and beyond the other predictors. Study 1 revealed that both men and women in mixed-sex dyads were more interested in contacting their partners the more that their language styles converged during 4-minute face-to-face conversations. Men were also more interested in contacting their female partners to the degree that women’s baseline language styles matched their own. Study 2 found that men, but not women, were more interested in contacting their partners the more that they matched each other’s language styles during 8-minute online chats. Results support the hypothesis that language convergence, theoretically an index of interpersonal engagement, positively predicts quasi-behavioral measures of liking. / text

M.Tech. Drama. Tshwane University of Technology / How does a writer write good dialogue? This is the basis of this study. The need for investigation of this question arose due to the lack of information currently available to assist a writer a with a good dialogue-writing approach. Upon review of various literature contributions and articles, it was evident that this subject is relatively explored. The focus of the reviewed sources was mainly on the 'supposed' form and not on the theoretical methodology on constructing dialogue. Enganging this problem a qualitative method was used whereby a literature study identified three aspects, namely, discourse analysis, power dynamics and Stanislavsky's notions on acting. The works of James P. Gee, James C. Scott and Stanislavsky were the main sources used in the respective fields. From their work and others, a series of strategies for development of effective dialogue was developed. Essentially, these strategies drew on the notion of "language in Action" and thus engaged dialogue for film as a series of interactive utterance exchanges. The findings lead to a proposed model which integrates the above mentioned aspects, which were tested and analyzed. This model can assist a writer in the process of constructing dialogue. The conclusion of this study is that the aspects of the created model effects dialogue. If one of the aspects should change, then the dialogue will also change. This ensures a consistent methodical approach to construct dialogue.

Letter – human oldest way of communication in written form, known from 18th century BC in Egypt. Epistolary prose – the collection of letters and correspondence, which appeared in early 18th century (in the age of Enlightenment) is still alive till our days. The first signs of Lithuanian epistolary appeared in literature in interwar period. Much more epistolary works appeared from the end of 20th century up to the beginning of the 21st century (modernism and postmodernism.) In this writing for a Master degree three modern Lithuanian epistolary examples are being studieg: the novel Letters from Viešvilė (2001) by Leonardas Gutauskas, narrative The best metaphysical friend by Herkus Kunčius and novel And Tomorrow We’ll Have to Go On (2002) by Ugnė Barauskaitė. These examples have common features and they are: the letter, the situation between the addressee and the author, dialogue (monologue), the outlook of feelings, the subjectivity and the need of a game. The aim of the work – the research of the transformation of modern epistolary and the influence of modern poetry on epistolary prose. These issues are almost unknown in Lithuanian literary criticism. Obviously, the questions are far too abstract, for that reason I have formulated concrete tasks of a research: The influence of some poetical elements of modern prose ( for example the subjectivity of narration, the criticism and search of values, inner monologue and the technique of stream-of-consciousness) on... [to full text]

L'objectif du projet « Apparatus » est de créer un système interactif dont le modèle ultime est la conversation, c'est-à-dire un système où le participant et l'automate s'engagent dans une dynamique dialogique. Il s'agit d'un mémoire-création contenant deux facettes. L'une est la création d'un processus automate basé sur des algorithmes déterministes et modélisés à l'aide du logiciel de programmation Max/MSP/Jitter permettant d'effectuer des performances en temps réel, et l'autre consiste à présenter, à l'aide du document d'accompagnement, les notions sous-jacentes à notre démarche de création. Les sujets traités dans ce mémoire touchent les relations ontologiques, l'intentionnalité, la représentation et la modélisation du vivant d'un système interactif. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : interaction, conversation, automate, participant, représentation, autopoièse

The analysis of Oscar Wilde’s play “The Importance of Being Earnest” revealed that of all the non-finite clauses, the infinitival clauses were the most common. They accounted for 81.49% of all the non-congruent clauses used in the play. The author used the following types of infinitival clauses: 1. infinitival clauses in which the infinitive joins with modal auxiliaries or their substitutes; 2. infinitival clauses without explicit subjects; 3. infinitival clauses in which the subjective component is not used in the clause but found in the context; 4. infinitival clauses in which the infinitive its own subject; 5. infinitival clauses in which the infinitive is omitted. The results of the research demonstrated that modalized infinitives were the most common structures in the play examined. They accounted for 57.41% of the infinitival clauses used in the mentioned play. Speaking of the forms of the infinitive, the speakers gave preference to the simple forms of the infinitive: non-progressive, non-passive, and non-perfect. They accounted for more than 93%. The corpus showed that the infinitival clauses were accepted by mental, material, and saying processes. The infinitival clauses after mental verbs had the highest frequency of occurrence; they accounted for 11.51%. The infinitival clauses after verbs expressing material processes accounted for 2.63%. The infinitival clauses after verbs of saying were not very common; they accounted for only 1.89%. The most common verbs... [to full text] / Šis darbas nagrinėja kongruentinių ir nekongruentinių konstrukcijų vartojimą Oskaro Vaildo pjesėje „ Kaip svarbu būti rimtam“. Tyrimo tikslai buvo šie: 1. išanalizuoti semantinius kongruentinių sakinių bruožus; 2. išanalizuoti nekongruentinių sakinių sintaksinius bruožus; 3. ištirti skirtingų kongruentinių ir nekongruentinių sakinių dažnumą dialoguose; 4. ištirti kongruentinių sakinių galimybes priimti neasmenuojamąsias veiksmažodžio formas. Kongruentiniai ir nekongruentiniai sakiniai Oskaro Vaildo pjesėje buvo nagrinėjami, remiantis aprašomuoju-indukciniu bei statistinės analizės metodais. Tyrimas parodė, kad autorius dažniausiai vartojo paprastus kongruentinius esamojo laiko sakinius. Tyrimas taip pat parodė, kad iš visų pjesėje vartotų nekongruentinių sakinių dažniausiai buvo vartojami sakiniai su vadinamąja paprasta bendratimi. Autorius vartojo tokius beasmenių sakinių tipus su bendratimi: 1. sakinius su bendratimi, kai bendratis yra prijungiama prie modalinių veismažodžių ar jų pakaitalų; 2. sakinius su bendratimi be aiškaus veiksnio; 3. sakinius su bendratimi, kuriuose nėra veiksnio, papildinio, bet kuris yra numanomas iš konteksto; 4. sakinius su bendratimi, kuriuose veiksnio funkciją atlieka pati bendratis; 5. sakinius, kuriuose bendratis yra išleista. Tyrimo metu paaiškėjo, kad beasmenės konstrukcijos su bendratimi sudarė 81.49% visų beasmenių konstrukcijų vartotų pjesėje. Dažniausiai buvo vartojami sakiniai su bendratimi, kuriuose bendratis buvo prijungta... [toliau žr. visą tekstą]

Adult learning models have emerged that help social work students to make links between their lived experiences, narratives, and their developing identity as practitioners. This educational methodology involves students exploring and co-constructing their own personal and professional narratives through dialogue, sharing them within a reflecting team format. Reflecting teams emerged out of the work of family therapist Tom Andersen, and have been further developed for practitioner education by narrative therapist, Michael White. A detailed description of the learning model is provided, with an overview of the orienting principles and some guidelines for application. / The educational practice of reflecting processes is examined through a conceptual framework drawing on the ideas of Mikhail Bakhtin (1895-1975) and Lev Vygotsky (1896-1934). Bakhtin was a literary theorist, philosopher, and teacher who was interested in language, literature and human consciousness, and was fascinated with dialogue in relationship as a site of knowledge construction as well as a model for understanding the dialogic nature of human consciousness. Vygotsky was a psychologist, cultural theorist, and activist who conceptualized learning as a social process that occurs in relationship. He also investigated language as a psychological/cultural tool, and was curious about human consciousness as "inner speech." Their writings act as a theoretical foundation for the dissertation, providing a series of heuristic devices or lenses through which to view reflecting processes: individual/social, self/other, outer word/inner speech, language, monologue/dialogue, and authoritarian/internally persuasive discourse. / The dissertation includes an alternative to traditional academic rhetorical style in the form of conversations between various writers. Drawing on Bakhtin and Vygotsky, a dialogical genre is developed as an approach to engaging with the texts of Andersen and White. In developing this methodology, the dialogic form of inquiry is expressed in a conversation between Bakhtin, Vygotsky and a student persona. This dialogic genre also occurs as an extended series of conversations in the format of a reflecting process between Andersen, White, Bakhtin, Vygotsky, and a student, Mishka. The dissertation concludes with an overview of Bakhtin's exploration of moving from monologue to dialogue and from authoritarian to internally persuasive discourse, and how this is accomplished by means of the "penetrated word" and transformative discourse in the context of relationship.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Demographically open public spaces provide valuable grounds for engaging diverse ideologies. While the rise of society and passive consumption of mass culture excludes “action” and “speech” from the public realm and threatens human plurality, a public space in which to hold public debates and discussions will reengage public roles in the public realm. And it will consequently act as a new site for citizenship and new “space of appearance.” Such space becomes even more essential in a society that dreads conflict. Focusing on Iranian society, the proposal integrates this overlooked opportunity by offering temporary debate interventions to be used around the Iranian cities on a regular basis, envisioning a culture of dialogue incrementally developing. This is a way of approaching a sociological issue with the help of Architecture, making a role for public space in promoting a culture, a culture that encourages human plurality and appreciates engaging the wide range of diverse ideologies, convictions and viewpoints. Rather than proposing a closed narrative and one single architectural solution for the space of public debate, the thesis imagines an architectural toolkit for application to the specific cultural and urban context.