Thesis. 1979. Ph.D.--Massachusetts Institute of Technology. Dept. of Linguistics and Philosophy. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIES. / Bibliography: leaves 382-385. / Ph.D.

Leung Chung-hong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 178-193). / Abstracts in English and Chinese. / ACKNOWLEDGEMENT --- p.i / ABSTRACT (English version) --- p.ii / ABSTRACT (Chinese version) --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.x / LIST OF FIGURES --- p.xi / LIST OF APPENDICES --- p.xii / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Phraseology and second language acquisition --- p.1 / Chapter 1.3 --- Phrasal verbs in ESL/EFL students --- p.3 / Chapter 1.4 --- The proposed particle-based learning (PBL) of phrasal verbs --- p.5 / Chapter 1.5 --- Cognitive semantic framework for PBL --- p.6 / Chapter 1.5.1 --- The theory of conceptual metaphors --- p.6 / Chapter 1.5.2 --- The theory of image schemas --- p.7 / Chapter 1.5.3 --- A cognitive semantic approach to teaching phrasal verbs --- p.8 / Chapter 1.6 --- Research gaps and research implications --- p.9 / Chapter 1.7 --- Organization of this thesis --- p.10 / Chapter CHAPTER TWO: --- ESL/EFL LEARNING OF ENGLISH PHRASAL VERBS --- p.13 / Chapter 2.1 --- Introduction --- p.13 / Chapter 2.2 --- General views on phrasal verbs in ESL/EFL learning --- p.14 / Chapter 2.2.1 --- Phrasal verbs in SLA research --- p.14 / Chapter 2.2.2 --- ESL/EFL learners' phraseological incompetence and ignorance --- p.15 / Chapter 2.2.3 --- Summary --- p.17 / Chapter 2.3 --- Avoidance behaviour of phrasal verbs in ESL/EFL learners --- p.17 / Chapter 2.3.1 --- Definition of avoidance --- p.18 / Chapter 2.3.2 --- Causes of avoidance --- p.20 / Chapter 2.3.3 --- Four previous studies on avoidance of phrasal verbs --- p.22 / Chapter 2.3.3.1 --- Dagut and Laufer's study (1985) --- p.24 / Chapter 2.3.3.2 --- Hulstijn and Marchena's study (1989) --- p.25 / Chapter 2.3.3.3 --- Laufer and Eliasson's study (1993) --- p.26 / Chapter 2.3.3.4 --- Liao and Fukuya's study (2002) --- p.27 / Chapter 2.4 --- Avoidance of figurative phrasal verbs --- p.28 / Chapter 2.5 --- Summary --- p.31 / Chapter CHAPTER THREE: --- "PHRASAL VERBS, CONCEPTUAL METAPHORS AND IMAGE SCHEMAS" --- p.33 / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Phrasal verbs as a category of multi-word verbs --- p.34 / Chapter 3.3 --- Multi-word verbs --- p.34 / Chapter 3.3.1 --- The syntactic frame of multi-word verbs --- p.36 / Chapter 3.3.2 --- The semantic frame of multi-word verbs --- p.37 / Chapter 3.3.3 --- Summary --- p.37 / Chapter 3.4 --- Defining phrasal verbs --- p.39 / Chapter 3.4.1 --- """VPC and literal + figurative"" as phrasal verbs" --- p.41 / Chapter 3.4.2 --- """VPC + VPP and literal + figurative"" as phrasal verbs" --- p.46 / Chapter 3.5 --- A cognitive approach to the understanding of phrasal verbs (Part I) --- p.49 / Chapter 3.5.1 --- The meaning of the particles in phrasal verbs --- p.50 / Chapter 3.5.2 --- "The metaphorical extension of the spatial, prototypical particles" --- p.51 / Chapter 3.5.3 --- A cognitive schematic representation of particles in phrasal verbs --- p.54 / Chapter 3.5.4 --- Summary --- p.58 / Chapter 3.6 --- The theory of conceptual metaphors --- p.59 / Chapter 3.6.1 --- Metaphor as ordinary everyday language --- p.59 / Chapter 3.6.2 --- Conceptual metaphor as a cross-domain mapping --- p.61 / Chapter 3.7 --- The theory of image schemas --- p.64 / Chapter 3.7.1 --- Image schemas as the basis for thought and understanding --- p.65 / Chapter 3.7.2 --- Examples of image schemas --- p.66 / Chapter 3.7.2.1 --- The PATH schema --- p.66 / Chapter 3.7.2.2 --- The CONTAINER schema --- p.68 / Chapter 3.7.3 --- Image schemas as the underlying logic of conceptual metaphors --- p.69 / Chapter 3.7.4 --- Image schemas in relation to words --- p.71 / Chapter 3.7.5 --- Summary: A hierarchical framework --- p.72 / Chapter 3.8 --- A cognitive approach to the understanding of phrasal verbs (Part II) --- p.74 / Chapter 3.8.1 --- A new classification of phrasal verbs based on the cognitive semantic framework --- p.74 / Chapter 3.8.2 --- Rationale for the particle-based learning (PBL) --- p.77 / Chapter 3.8.3 --- The particle-based learning model (PBLM) --- p.80 / Chapter 3.8.4 --- Conclusion --- p.86 / Chapter CHAPTER FOUR: --- RESEARCH QUESTIONS AND METHODOLOGY --- p.87 / Chapter 4.1 --- Introduction --- p.87 / Chapter 4.2 --- Metaphorical competence and motivation --- p.87 / Chapter 4.3 --- Research questions and hypotheses --- p.89 / Chapter 4.4 --- Research methodology --- p.91 / Chapter 4.4.1 --- Subjects --- p.91 / Chapter 4.4.2 --- Materials --- p.91 / Chapter 4.4.2.1 --- Elicitation of phrasal verbs for test --- p.91 / Chapter 4.4.2.2 --- Materials design --- p.95 / Chapter 4.4.2.2.1 --- Pre-test paper --- p.95 / Chapter 4.4.2.2.2 --- Teaching and learning paper --- p.96 / Chapter 4.4.2.2.3 --- Post-test paper --- p.98 / Chapter 4.4.2.2.4 --- Questionnaire --- p.99 / Chapter 4.4.2.2.5 --- One-week delay test paper --- p.99 / Chapter 4.4.3 --- Procedures --- p.99 / Chapter 4.4.4 --- Scoring system --- p.103 / Chapter CHAPTER FIVE: --- GENERAL RESULTS FROM SPSS --- p.105 / Chapter 5.1 --- Introduction --- p.105 / Chapter 5.2 --- Results of pre-test and pro-test --- p.106 / Chapter 5.2.1 --- The output of SPSS --- p.106 / Chapter 5.2.2 --- General description --- p.107 / Chapter 5.3 --- Results of Hypothesis1 --- p.108 / Chapter 5.3.1 --- The output of SPSS --- p.108 / Chapter 5.3.2 --- General description --- p.109 / Chapter 5.3.3 --- Conclusion --- p.110 / Chapter 5.4 --- Results of Hypothesis2 --- p.110 / Chapter 5.4.1 --- The output of SPSS --- p.110 / Chapter 5.4.2 --- General description --- p.111 / Chapter 5.4.3 --- Conclusion --- p.112 / Chapter 5.5 --- Results of Hypothesis 3 --- p.112 / Chapter 5.5.1 --- The mean score for each question --- p.113 / Chapter 5.5.2 --- The output of SPSS --- p.114 / Chapter 5.5.3 --- General description --- p.114 / Chapter 5.5.4 --- Conclusion --- p.114 / Chapter 5.6 --- Summary --- p.115 / Chapter CHAPTER SIX: --- GENERAL DISCUSSIONS OF RESULTS --- p.117 / Chapter 6.1 --- Introduction --- p.117 / Chapter 6.2 --- Discussion of Hypothesis1 --- p.117 / Chapter 6.2.1 --- General evaluation of Hypothesis1 --- p.117 / Chapter 6.2.2 --- Conceptual metaphors and image schemas as embodied motivation --- p.119 / Chapter 6.2.3 --- English as a satellite-framed language --- p.123 / Chapter 6.2.4 --- Visualization and dual coding theory --- p.124 / Chapter 6.2.5 --- Consolidation and elaboration in vocabulary acquisition --- p.127 / Chapter 6.3 --- Discussion of Hypothesis2 --- p.130 / Chapter 6.3.1 --- General evaluation of Hypothesis2 --- p.130 / Chapter 6.3.2 --- The cognitive linguistic view on polysemous words --- p.132 / Chapter 6.3.3 --- Effective guessing based on core meaning --- p.135 / Chapter 6.4 --- Discussion of Hypothesis3 --- p.136 / Chapter 6.4.1 --- General evaluation of Hypothesis3 --- p.136 / Chapter 6.4.2 --- Discussion of six questions of questionnaire --- p.137 / Chapter 6.4.3 --- Fallacies in traditional phrasal verb learning --- p.140 / Chapter 6.4.4 --- Metaphoric triangle for phrasal verb learning --- p.142 / Chapter 6.5 --- Summary --- p.144 / Chapter CHAPTER SEVEN: --- PEDAGOGICAL IMPLICATIONS AND CONCLUSION --- p.149 / Chapter 7.1 --- Introduction --- p.149 / Chapter 7.2 --- Traditional approach to phrasal verbs in Hong Kong English textbooks --- p.150 / Chapter 7.3 --- Pedagogical implications of PBL on phrasal verb learning --- p.155 / Chapter 7.3.1 --- Forewords to pedagogical application of PBL --- p.156 / Chapter 7.3.2 --- Sample learning materials --- p.158 / Chapter 7.3.2.1 --- Sample One (lower intermediate to intermediate level) --- p.159 / Chapter 7.3.2.2 --- Sample Two (upper intermediate to advanced level) --- p.165 / Chapter 7.3 --- Conclusion to pedagogical implications --- p.171 / Chapter 7.4 --- An overall conclusion of the present study --- p.173 / Chapter 7.4.1 --- Limitations --- p.173 / Chapter 7.4.2 --- Suggestions for future research --- p.175 / Chapter 7.4.3 --- Author's expectation of PBL on phrasal verb learning --- p.176 / REFERENCES --- p.178 / APPENDICES 1-19 --- p.194

Wong Ka Sin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 161-169). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT RESEARCH --- p.1 / Chapter 1.1.1 --- Striving for the Best? English Language Education in Hong Kong --- p.1 / Chapter 1.1.2 --- Projects in Neurocognitive Science for (Language) Education Research --- p.2 / Chapter 1.2 --- THE PRESENT RESEARCH --- p.4 / Chapter 1.2.1 --- Significance of the Present Research --- p.4 / Chapter 1.2.2 --- Organization of this Thesis --- p.5 / Chapter 2 --- REVIEW OF LITERATURE --- p.7 / Chapter 2.1 --- "EDUCATION FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS" --- p.7 / Chapter 2.1.1 --- Total Physical Response Approach --- p.7 / Chapter 2.1.2 --- Visual Approach --- p.10 / Chapter 2.2 --- "NEUROCOGNITIVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND LEARNING" --- p.13 / Chapter 2.2.1 --- How Does the Brain Learn (Language) --- p.14 / Chapter 2.2.1.1 --- Functional Organization of the Brain --- p.14 / Chapter 2.2.1.2 --- Brain's Fundamentals of Learning (Language) --- p.16 / Chapter 2.2.2 --- "Localization of Brain Functions of ""Actions “" --- p.18 / Chapter 2.2.3 --- "Localization of Brain Functions of ""Pictures “" --- p.22 / Chapter 2.2.4 --- "Brain-related, Theories of Learning" --- p.24 / Chapter 2.2.4.1 --- 20th Century Theories of Learning --- p.24 / Chapter 2.2.4.2 --- Right versus Left Brain Learning --- p.26 / Chapter 2.2.4.3 --- Whole Brain Teaching and Learning --- p.28 / Chapter 2.2.4.4 --- Brain-based Learning Theory --- p.30 / Chapter 2.3 --- AFFECTIVE DOMAIN OF LEARNING --- p.42 / Chapter 2.3.1 --- Learning Attitudes and Motivation in Language Education --- p.42 / Chapter 2.3.2 --- Learning Attitudes and Motivation in Neuroscience --- p.43 / Chapter 2.4 --- "CONVERGING EDUCATION AND NEURO-COGNITVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND BRAIN-BASED LEARNING THEORY" --- p.45 / Chapter 2.4.1 --- Research Questions --- p.47 / Chapter 3 --- THE FIRST STUDY --- p.48 / Chapter 3.1 --- INTRODUCTION --- p.48 / Chapter 3.1.1 --- An Overview of the Design of the First Study --- p.49 / Chapter 3.2 --- DESIGN OF THE FIRST STUDY --- p.49 / Chapter 3.2.1 --- Research Hypotheses --- p.50 / Chapter 3.2.2 --- Subjects --- p.50 / Chapter 3.2.3 --- Variables of the Study --- p.52 / Chapter 3.2.4 --- Experimental Treatment --- p.52 / Chapter 3.2.4.1 --- Design of the Programs --- p.53 / Chapter 3.2.4.2 --- Brain-based Groups --- p.53 / Chapter 3.2.4.3 --- Teaching Content --- p.54 / Chapter 3.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.55 / Chapter 3.2.5 --- Materials Development --- p.60 / Chapter 3.2.5.1 --- Action Group's Learning Tasks --- p.62 / Chapter 3.2.5.2 --- Picture Group's Learning Tasks --- p.64 / Chapter 3.2.6 --- Experimental Teaching --- p.65 / Chapter 3.2.6.1 --- The Teaching Crew --- p.66 / Chapter 3.2.6.2 --- Classroom Teaching Routines --- p.66 / Chapter 3.2.6.3 --- Medium of Instruction --- p.67 / Chapter 3.2.6.4 --- Attendance of the Subjects --- p.68 / Chapter 3.2.7 --- Data Collection --- p.68 / Chapter 3.2.7.1 --- Pre- and Post-program Attainment Tests --- p.68 / Chapter 3.2.7.2 --- Post-program Questionnaire Survey --- p.69 / Chapter 3.2.8 --- Experimental Procedures --- p.70 / Chapter 3.2.8.1 --- An Overview of the Experimental Procedures --- p.70 / Chapter 3.2.8.2 --- Workshop for the Teaching Crew --- p.70 / Chapter 3.2.8.3 --- Implementation of the Programs --- p.70 / Chapter 3.2.8.4 --- Administration of the Pre- and the Post-program Test --- p.71 / Chapter 3.2.8.5 --- Conducting Post-program Questionnaire Survey --- p.71 / Chapter 3.3 --- DATA PROCESSING AND ANALYSIS --- p.71 / Chapter 3.3.1 --- Attainment Tests Results --- p.72 / Chapter 3.3.1.1 --- A General Picture of the Linguistic Effects of the BEAPs 2003 --- p.72 / Chapter 3.3.1.2 --- Inter-group Mean Scores Comparison --- p.72 / Chapter 3.3.1.3 --- Within-group Mean Scores Comparison --- p.72 / Chapter 3.3.2 --- Results of the Post-program Questionnaire Survey --- p.73 / Chapter 3.3.2.1 --- Subjects' Perceived English Abilities and Attitudes towards English (Learning) --- p.73 / Chapter 3.3.2.2 --- Subjects' Evaluation of the Programs --- p.77 / Chapter 3.3.3 --- The Research Hypotheses Tested --- p.79 / Chapter 3.4 --- SUMMARY OF MAJOR FINDINGS OF THE FIRST STUDY --- p.81 / Chapter 3.5 --- DISCUSSION --- p.81 / Chapter 3.5.1 --- Impact of the BEAPs on Learners' Action Verb Learning --- p.82 / Chapter 3.5.1.1 --- Significant Linguistic Enhancement in Both Subject Groups --- p.82 / Chapter 3.5.1.2 --- Similar Patterns of the Linguistic Enhancement of the Two Subject Groups --- p.82 / Chapter 3.5.2 --- Positive Effects of the BEAPs on the Learners' Attitudes towards English --- p.83 / Chapter 3.5.2.1 --- Positive Affective Changes in Both Subject Groups --- p.83 / Chapter 3.5.2.2 --- Similar Patterns of Affective Change in the Two Subject Groups --- p.85 / Chapter 3.5.3 --- A Second Look at the Literature --- p.86 / Chapter 3.5.4 --- Evaluation of the First Study --- p.89 / Chapter 3.6 --- METHODS TO IMPROVE THE STUDY DESIGN AND IMPLEMENTATION --- p.90 / Chapter 3.7 --- SUMMARY OF CHAPTER 3 --- p.92 / Chapter 4 --- THE SECOND STUDY --- p.93 / Chapter 4.1 --- INTRODUCTION --- p.93 / Chapter 4.1.1 --- Comparison of the First Study and the Second Study --- p.93 / Chapter 4.2 --- DESIGN OF THE SECOND STUDY --- p.95 / Chapter 4.2.1 --- Research Hypotheses --- p.95 / Chapter 4.2.1.1 --- Research Questions --- p.95 / Chapter 4.2.1.2 --- Null Hypotheses --- p.96 / Chapter 4.2.2 --- Subjects --- p.96 / Chapter 4.2.3 --- Variables of the Second Study --- p.97 / Chapter 4.2.4 --- Experimental Treatment --- p.98 / Chapter 4.2.4.1 --- Design of the Programs --- p.98 / Chapter 4.2.4.2 --- Brain-based Groups --- p.99 / Chapter 4.2.4.3 --- Teaching Content --- p.99 / Chapter 4.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.100 / Chapter 4.2.5 --- Materials Development --- p.100 / Chapter 4.2.5.1 --- Introduction Task of the Combined Group --- p.102 / Chapter 4.2.5.2 --- Consolidation Task of the Combined Group --- p.102 / Chapter 4.2.6 --- Experimental Teaching --- p.103 / Chapter 4.2.6.1 --- The Teaching Crew --- p.103 / Chapter 4.2.6.2 --- Teaching Role --- p.105 / Chapter 4.2.6.3 --- Classroom Teaching Routines --- p.105 / Chapter 4.2.6.4 --- Medium of Instruction --- p.107 / Chapter 4.2.6.5 --- Attendance of the Subjects --- p.107 / Chapter 4.2.7 --- Data Collection --- p.108 / Chapter 4.2.7.1 --- Pre- and Post-program Attainment Tests --- p.108 / Chapter 4.2.7.2 --- Pre- and Post-program Questionnaire Surveys --- p.108 / Chapter 4.2.7.3 --- Post- program Subjects' Oral Interview --- p.110 / Chapter 4.2.8 --- Experimental Procedures --- p.110 / Chapter 4.2.8.1 --- An Overview of the Experimental Procedures --- p.111 / Chapter 4.2.8.2 --- Workshop for the Teaching Crew --- p.112 / Chapter 4.2.8.3 --- Orientation for the Subjects --- p.112 / Chapter 4.2.8.4 --- Administration of the Pre-program Attainment Test and Questionnaire --- p.112 / Chapter 4.2.8.5 --- Implementation of the Programs --- p.113 / Chapter 4.2.8.6 --- Conducting the Post- program Subjects' Oral Interview --- p.113 / Chapter 4.2.8.7 --- Administration of the Post-program Attainment Test and Questionnaire --- p.113 / Chapter 4.3 --- DATA PROCESSING AND ANALYSIS --- p.113 / Chapter 4.3.1 --- Attainment Tests Results --- p.114 / Chapter 4.3.1.1 --- A General Picture of the Linguistics Effect of the BEAPs 2004 --- p.114 / Chapter 4.3.1.2 --- Inter-group Mean Scores Comparison --- p.114 / Chapter 4.3.1.3 --- Within-group Mean Scores Comparison --- p.115 / Chapter 4.3.2 --- Results of the Questionnaire Surveys --- p.116 / Chapter 4.3.2.1 --- Subjects' Questionnaire Results --- p.116 / Chapter 4.3.2.2 --- Teachers' Questionnaire Results --- p.124 / Chapter 4.3.3 --- Results of the Post-Program Oral Interview --- p.133 / Chapter 4.3.3.1 --- Interview on Two Subjects from Each Subject Group --- p.133 / Chapter 4.3.3.2 --- Interview on All Picture Group Subjects --- p.135 / Chapter 4.3.4 --- The Research Hypotheses Tested --- p.136 / Chapter 4.4 --- SUMMARY OF MAJOR FINDINGS OF THE SECOND STUDY --- p.138 / Chapter 4.5 --- EVALUATION OF BRAIN-BASED ENGLISH ACTIVITY PROGRAMS / Chapter 4.6 --- SUMMMARY OF CHAPTER 4 --- p.140 / Chapter 5 --- DISCUSSION --- p.142 / Chapter 5.1 --- INTRODUCTION --- p.142 / Chapter 5.2 --- DISCUSSION OF THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.142 / Chapter 5.2.1 --- Impact of the BEAPs on the Learners' Action Verb learning --- p.142 / Chapter 5.2.1.1 --- Significant Linguistic Effect Enhancement of All Subject Groups of Learners --- p.143 / Chapter 5.2.1.2 --- Similar Patterns of Linguistic Effect on All Subject Groups of Learners --- p.144 / Chapter 5.2.2 --- Possible Effects of the BEAPs on Learners' Perceived English Abilities and Attitudes towards English (Learning) --- p.145 / Chapter 5.2.2.1 --- Similar Positive Affective Change in the Action and the Picture Group --- p.145 / Chapter 5.2.2.2 --- The Most Positive Affective Change in the Combine Group Learners --- p.147 / Chapter 5.3 --- SUMMARY OF THE LINKS BETWEEN THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.149 / Chapter 5.4 --- SUMMARY OF CHAPTER 5 --- p.151 / Chapter 6 --- CONCLUSION --- p.153 / Chapter 6.1 --- ADVICE ON TEACHING ENGLISH ACTION VERBS --- p.153 / Chapter 6.1.1 --- "Possible Misconception of the Superiority of Using ""Actions "" to ""Pictures “" --- p.153 / Chapter 6.1.2 --- Versatility of a Combined Teaching Model --- p.154 / Chapter 6.1.3 --- Task-based Teaching Approach and Group-based Learning --- p.155 / Chapter 6.1.4 --- Practicability of Incorporating the Brain-based English Program in the Regulation School's Curriculum --- p.156 / Chapter 6.2 --- SUGGESTIONS FOR FUTURE RESEARCH --- p.157 / Chapter 6.2.1 --- Pursuing a Longitudinal Study (with Delayed Tests) --- p.157 / Chapter 6.2.2 --- Variety of Teaching Input Type --- p.157 / Chapter 6.2.3 --- Other Grammar/ Skills Areas --- p.158 / Chapter 6.2.4 --- Cognitive Tasks that Share No Common Brain Areas --- p.158 / Chapter 6.2.5 --- Gender Difference --- p.158 / Chapter 6.2.6 --- English Proficiency Level --- p.159 / Chapter 6.3 --- SUMMARY OF CHAPTER 6 --- p.160 / REFERENCES --- p.161 / APPENDICES --- p.170 / APPENDIX A1. Percent of Studies by Categories that Have Reported Activation in Specific Cortical Area --- p.170 / "APPENDIX A2. Cognitive Processes Involved in ""Actional"" Input" --- p.171 / "APPENDIX A3. Cognitive Processes Involved in ""Pictorial"" Input" --- p.172 / APPENDIX B1. BEAPs 2003 Action Verb List --- p.173 / APPENDIX B2. BEAPs 2003 Distribution of Action Verbs in the Learning Tasks --- p.177 / APPENDIX C1. BEAP 2003 Action Group's Learning Tasks (A Typical Session) --- p.180 / APPENDIX C2. BEAP 2003 Picture Group's Learning Tasks (A Typical Session) --- p.183 / APPENDIX D1. Pre-test of the First Study --- p.186 / APPENDIX D2. Post-test of the First Study --- p.190 / APPENDIX E. Post-program Questionnaire of the First Study --- p.195 / APPENDIX Fl. BEAP 2003 Timetable of the Action Group --- p.202 / APPENDIX F2. BEAP 2003 Timetable of the Picture Group --- p.203 / APPENDIX G1. Results of the Pre-and Post-tests of the First Study --- p.204 / APPENDIX G2. Questionnaire Results of the First Study --- p.207 / APPENDIX H BEAPs 2003 Action Verb Picture Cards (Samples) --- p.213 / APPENDIX 11. BEAPs 2004 Action Verbs List --- p.217 / APPENDIX 12. BEAPs 2004 Distribution of Action Verbs in the Learning Tasks --- p.221 / APPENDIX J1. BEAP 2004 Action Group's Learning Tasks (A Typical Session) --- p.224 / APPENDIX J2. BEAP 2004 Picture Group's Learning Tasks (A Typical Session) --- p.227 / APPENDIX J3. BEAP 2004 Combined Group's Learning Tasks(A Typical Session) --- p.230 / APPENDIX K1. Pre-test of the Second Study --- p.233 / APPENDIX K2. Post-test of the Second Study --- p.238 / APPENDIX L1. Subjects' Pre-program Questionnaire of the Second Study --- p.243 / APPENDIX L2. Subjects' Post-program Questionnaire of the Second Study --- p.247 / APPENDIX Ml. Teachers' Post-program Questionnaire of the Second Study --- p.252 / APPENDIX M2. Unedited Comments Gathered from the Teachers' Questionnaire --- p.253 / APPENDIX N1. Questions of the First and Second Part of Subjects' Interview --- p.259 / APPENDIX N2. Transcriptions of Subjects' Interview --- p.260 / APPENDIX O1. BEAP 2004 Timetable of the Action Group --- p.285 / APPENDIX O2. BEAP 2004 Timetable of the Picture Group --- p.287 / APPENDIX O3. BEAP 2004 Timetable of the Combined Group --- p.289 / APPENDIX P1. Test Results of the Second Study --- p.291 / APPENDIX P2. BEAPs 2004 Subjects' Questionnaire Results --- p.295 / APPENDIX Q BEAPs Action Verb Picture Cards (Samples) --- p.312 / "APPENDIX R1. ""Cognition and Student Learning Research Grant Project"" Announced by the Department of Education of the United States" --- p.316 / "APPENDIX R2. Grants for ""Brain Research as a Foundation for Research on Learning"" Announced by the National Science Foundation" --- p.317 / "APPENDIX R3. Recommendation of the ministry of Education, Culture, Sports, Science and Technology of Japan" --- p.318 / APPENDIX R4. Announcement of the Singapore Government --- p.319

O pretérito perfeito composto (também conhecido como passado composto) português tem uma interpretação que diverge de praticamente todos os tempos análogos nas línguas românicas e germânicas. A caracterização desse tempo, bem como a determinação da sua relação com os tempos cognatos das outras línguas é uma questão ainda em aberto. Na sua investigação, cruzam-se temáticas atinentes às áreas temáticas de aspecto, accionalidade, temporalidade, modalidade. / The meaning of pretérito perfeito composto, the Portuguese verb form analogous to the English present perfect, is markedly distinct from the corresponding tenses in Romance and Germanic languages. Its description and the nature of its relationship to the corresponding tenses in other languages is still a question open to debate. The enquiry into this verb form is at the crossroads of the areas of aspect, actionality, tense, modality. This dissertation is aimed at trying to pinning down the characteristic features of this verb form more precisely, and pointing at possible explanatory hypotheses about its functioning.

Esta pesquisa tem o objetivo de entender os valores semânticos dos sufixos -sc- e -iz- nos verbos encontrados na Vulgata, num estudo sincrônico e diacrônico, considerando as informações etimológicas e avaliando a formação desses verbos nas diversas categorias. Para uma melhor compreensão dos sufixos -sc- e -iz-, observou-se sua utilização na língua grega e, a partir desta, a sua transição para o latim, o que resultou no processo de formação de palavras nesse idioma. Consideram-se os verbos, com ambos os sufixos na língua grega, e o uso deles na língua latina, ora formando novos verbos no latim, ora sendo transliterados, do grego para o latim. Além da Vulgata, o Dictionnaire Illustre Latin Français de Félix Gaffiot também é corpus para esta pesquisa a fim de perceber se os sufixos pesquisados formaram novos verbos no latim pós-clássico. Nesta comparação de corpora, pode-se notar a ausência da Vulgata nas referências dos verbos, com sufixo -sc- e -iz-, mencionado por Gaffiot. Propõe-se também nesta pesquisa, observar as assertivas dos gramáticos e linguistas quanto aos verbos produzidos com esses sufixos. Tais afirmações estão relacionadas com a semanticidade e características dos verbos, observando-se os seus aspectos, além de informar em qual período eles foram produtivos. Em suma, este estudo destina-se a considerar a Vulgata, visto que a maioria dos pesquisadores a desconsidera, produzindo conclusões divergentes quanto ao uso dos sufixos estudados nesta pesquisa. A prefixação dos verbos que utilizam o sufixo -sc- é fato que se avalia, porque as sugestões dos estudiosos dessa área propõem datas a aspecto da produção verbal. Finalmente, observou-se que os verbos com os sufixos -sc- e -iz- estão presentes nas construções de perífrases na Vulgata, divergindo em suas construções em relação à conjugação dos verbos utilizados. / The purpose of this research is to understand by means of a synchronic and diachronic study the semantic values of the suffixes -sc- and -iz- in the verbs found in the Vulgate, considering etymological information and evaluating the formation of these verbs in their diverse categories. In order to comprehend better the -sc- and -iz- suffixes, their use in the Greek language it will be observed, and from this, their transition into Latin which resulted in the process of the formation of words in that language. Verbs with both suffixes in Greek and their use in Latin will be considered, at times forming new verbs in Latin, at times being transliterated from Greek into Latin. Beside the Vulgate, the Dictionnaire Illustre Latin Français by Felix Gaffiot serves as material for research in order to see if the suffixes studied formed new verbs in post-classic Latin. In the comparison of the material, the absence of references to the Vulgate of the verbs with the -sc- and -iz- suffixes mentioned by Gaffiot can be noted. The research also proposes to investigate assertions of grammarians and linguists about verbs formed with these suffixes. Those affirmations are related to the semanticity and the grammaticality of the verbs, noting its aspects, in addition to indicating in which period they were productive. As such, this study has the goal of considering the Vulgate in the production of divergent conclusions about the use of the suffixes studied in this research, since the majority of researchers do not consider it. The prefixion of the verbs that use the suffix -sc- is evaluated because suggestions from scholars in this area propose dates with respect to verbal production. Finally, it was seen that verbs with the suffixes -sc- and -iz- are present in the construction of periphrases in the Vulgate, differing in their constructions with respect to the conjugation of the verbs used.

Neste estudo procurou-se analisar sobre como se manifesta a aquisição dos tempos verbais do português por falantes de línguas timbira. Tal observação baseou-se em quarenta redações elaboradas por alunos indígenas matriculados no projeto: Uma escola Timbira, realizado pelas Secretarias de Educação do Maranhão e do Tocantins em conjunto com a FUNAI e com o Centro de Trabalho Indigenista (CTI) no ano de 2006. Do corpus analisado, escolheu-se, como objeto de investigação, a aquisição dos tempos verbais da língua portuguesa, visto que as dificuldades de expressão quanto ao presente, passado e ao futuro ocorriam com grande frequência. Como bases teóricas, o Modelo de Análise de Erros (AE) juntamente com o Modelo de Análise Contrastiva (AC) contribuíram para a divisão e a classificação dos desvios de norma padrão da língua portuguesa e para o contraste entre a língua materna e a língua alvo, criando-se as hipóteses desse estudo. Os resultados da pesquisa mostram que muitos desvios de norma padrão de L2 estão intimamente relacionados à transferência de parâmetros de L1 para L2, à substituição errônea de tempos verbais e ao uso de estratégias facilitadoras de referenciação à temporalidade. / The aim of this study is to analyze how the acquisition of Portuguese verb tenses occurs for Timbira speakers. This observation was based on forty essays produced by indigenous students enrolled in the project Uma escola Timbira held by Departamento da Educação of the states of Maranhão and Tocantins in conjunction with FUNAI and Centro de Trabalho Indigenista (CTI) in 2006. As a result of the analysis of the corpus, the acquisition of verb tenses in Portuguese was chosen as the object of this research, since the difficulties of expression for the present, past and future occur with high frequency. As a theoretical basis, the Model of Error Analysis (EA) together with the Model of Contrastive Analysis (CA) contributed to the division and classification of the deviations from the standard Portuguese norm and also to the contrast between the mother tongue and the target language, creating the hypotheses of this study. The research results show that many deviations from the standard L2 are closely related to the transfer of parameters from L1 to L2, the erroneous substitution of tenses and the use of strategies to facilitate temporality reference.

O objetivo deste trabalho consiste na análise do processo de gramaticalização do verbo viver, que parte de sua função original como verbo pleno e assume novas funções, ao ponto de se recategorizar como verbo quase-auxiliar, exprimindo aspecto continuativo. Segundo Heine (1993), verbos plenos produtivos nas línguas podem ser submetidos a processos de auxiliarização em níveis e forças distintos, e esses níveis e forças podem ser representados pelos padrões funcionais do verbo viver. Demonstraremos que esses deslizamentos unidirecionais movidos por abstratização são guiados por processos cognitivos correlacionados à mudança no estatuto categorial do item em processo de gramaticalização. Para fazê-lo, utilizaremos a escala de categorias cognitivas propostas por Heine, Claudi e Hünnemeyer (1991, p. 55): pessoa > objeto > processo > espaço > tempo > qualidade, em sua proposta de versão sugerida no bojo do Grupo de Pesquisa em Mudança Gramatical (Lima-Hernandes, 2009) para: pessoa > objeto > instrumento > espaço > tempo > processo > qualidade. Para realizar essa tarefa, faremos uso de um corpus composto pelos seguintes materiais: i. Dossiês do DEOPS/SP (1924 -1945), nos quais se encontram informações e documentos fundamentais para uma compreensão mais abrangente da vida política, social e cultural de São Paulo na primeira metade do século XX; ii. Debates exibidos na MTV (Music Television edição brasileira), recolhidos em um programa semanal que discute os assuntos mais polêmicos do momento com convidados especialistas, profissionais, estudantes e pessoas comuns. iii. Entrevistas variadas concedidas ao jornal Folha de S. Paulo e à revista VEJA. Com base no corpus escrito, iniciamos um exercício de busca das motivações que fazem o verbo viver ser empregado em funções mais abstratizadas. Essa busca permitirá hipotetizar a rota de mudança e norteará a hipotetização do gatilho que fez com que o falante da língua portuguesa no Brasil reanalisasse expressões linguísticas com o verbo viver pleno em estruturas de auxialirização. / The objective of this research consists in the analysis of the process of grammaticalization of the verb to live, that it has left of its original function as full verb and assumes new functions, to the point of recategorization as Quasi-auxiliary verb, expressing continuative aspect. According to Heine (1993), productive full verbs in the languages can be submitted to auxiliarization processes in distinct levels and strength, and these levels and strength may be represented by the functional standards of the verb to live. We will demonstrate that these unidirectional movements stimulated by abstraction are guided by cognitive processes correlated to the change in the categorial statute of the item in gramaticalization process. To demonstrate it, we will use the scale of cognitive categories presented by Heine, Claudi and Hünnemeyer (1991, p. 55): person > object > process > space > time > quality, in his proposition of version suggested by the Group of Research in Grammatical (Lima-Hernandes, 2009) Change to: person > object > instrument > space > time > process > quality. To carry through this research, we will use corpus arranged by the following materials: i. Dossiers of the DEOPS/SP (1924 -1945), in which it might be possible find basic information and documents that permit a better understanding of the politic, social and cultural life in São Paulo in the first half of century XX; II. Debates shown on MTV (Music Television - Brazilian edition), collected in a weekly program that argues the most controversial subjects of the moment with guests like: specialists, professionals, students and common people. III. Varying interviews granted to Folha de S. Paulo newspaper and to VEJA magazine. On the basis of written corpus, we initiate an exercise of search of the motivations that allow the verb to live being used in more abstracted function. This search will allow to get the hypothesis the change route and guide the hypothecal trigger that made with that the speaker of Portuguese language in Brazil has reanalyzed linguistic expressions with the verb to live in its full meaning in auxiliarization structures.

A proposta desta tese é analisar os fatores lingüísticos e sociais relacionados à variação na concordância verbal de 3ª pessoa do plural com base nas entrevistas dos 90 informantes que compõem o VarX – Banco de Dados Sociolingüísticos Variáveis por Classe Social de Pelotas/RS –, estratificados conforme gênero, classe social, faixa etária: 45 são do gênero masculino e 45 do feminino, 30 da classe social média alta, 30 da média baixa, e 30 da baixa; 30 da faixa etária entre 16 e 25 anos, 30 da faixa etária entre 26 e 49 anos e 30 da faixa etária com mais de 50 anos. Pretendemos, dessa forma, contribuir para a descrição da concordância verbal de 3ª pessoa do plural do português popular brasileiro. Para a análise dos dados, utilizamos metodologia quantitativa com base na interface Windows para o Varbrul e em formulário de codificação de dados. Na análise, discutimos a presença versus a ausência de concordância verbal de terceira pessoa do plural; e a concordância verbal padrão versus nãopadrão de terceira pessoa do plural. Os resultados mostram que, em Pelotas, há variação de concordância verbal de 3ª pessoa do plural, mas com predomínio do uso da marca, uma vez que existe presença de desinências verbais em 4.317 contextos (de um total de 5.263), perfazendo 82%, e em 945 contextos não ocorrem marcas de concordância, perfazendo 18%. Também, constatamos, com base na amostra em estudo, particularmente no resultado das variáveis sociais que há indícios de aquisição de concordância verbal de 3ª pessoa do plural, visto que há um aumento gradual de emprego de marcas de concordância, cuja direção é dos informantes mais velhos para os mais novos, sendo que os mais novos apresentam maiores percentuais e peso relativo de emprego de desinências verbais de 3ª pessoa do plural. No estudo da concordância verbal padrão versus não-padrão, analisamos a distribuição das formas padrão versus não-padrão, envolvendo tanto ausência de marca quanto formas alternantes de realização da marca, enfatizando as variáveis sociais. E observamos que, em Pelotas, há altos percentuais de emprego de formas padrão, em decorrência de aspectos sociais e culturais. / The purpose of this thesis is to analyze the linguistic and social factors related to the variation in verbal agreement of 3rd person plural based on interviews of 90 informants who make up the VarX –Sociolinguistics Database Variable by Social Class of Pelotas/RS –, stratified according to gender, social class, age: 45 are males and 45 females, 30 of the upper middle class, 30 of the low middle class, and 30 of the low social class; 30 are between 16 and 25 years of age, 30 between 26 and 49 and 30 of the age group over 50 years. We intended, therefore, to contribute to the description of the verbal agreement of 3rd person plural of the popular Brazilian Portuguese. For data analysis, we used quantitative methodology based on the Windows interface for Varbrul and on data encryption form. In the analysis, we discussed the presence versus the absence of verbal agreement in the third person plural, as well as the standard verb agreement versus the non-standard third person plural. The results show that, in Pelotas, there is variation in verbal agreement of 3rd person plural, but with predominance of the use of the mark, since the presence of verbal endings occurs in 4317 contexts (of a total of 5263), consisting of 82%, and in 945 contexts there are no agreement marks, totaling 18%. We also found, based on the sample under study, particularly the outcome of the social variables that there is evidence of acquisition of 3rd person plural agreement, since there is a gradual increase in use of verb agreement marks, whose direction goes from the older to the younger informants, given that the younger have higher rates and relative employment of verbal endings of 3rd person plural. In the study of standard versus non-standard verbal agreement, we analyzed the distribution of standard versus non-standard forms, involving both the absence of marks as well as alternate forms of the realization of the mark, emphasizing the social variables. And we observed that in Pelotas there are high percentages of use of standard forms as a result of social and cultural aspects.

A presente dissertação tem por objetivo geral analisar como a estrutura de construções que apresentam predicação complexa (PC) no Português Brasileiro (PB) é representada pela perspectiva tradicional e pela perspectiva gerativa, de modo a verificar a existência de padrões nessas construções. Neste trabalho, entendemos por PC a atribuição de propriedades a um mesmo constituinte por predicados diferentes. No primeiro capítulo, apresentamos a representação dessas estruturas à luz da abordagem tradicional, em que são tratadas como predicados verbo-nominais ou como orações reduzidas de infinitivo, particípio e de gerúndio. Nesse capítulo, também discutimos a ambiguidade entre predicativo do objeto e adjunto adnominal, assim como a possibilidade de predicativos do objeto indireto. No segundo capítulo, apresentamos a análise segundo a perspectiva gerativa, mais precisamente, de acordo com a Teoria de Princípios e Parâmetros, em que essas construções não são representadas como orações propriamente ditas, mas sim como small clauses (SCs). Ainda nesse capítulo, revisamos a proposta de Williams (1983, 1994) sobre as SCs e propomos que a projeção da SC seja dominada por AgrP. No terceiro capítulo, a partir da revisão das abordagens tradicional e gerativa, concluímos este trabalho com o estabelecimento de 18 possibilidades de estruturas com PC no PB. / This dissertation aims to analyze how the structure of constructions which present complex predication (CP) in Brazilian Portuguese (BP) is represented by the traditional perspective and by the generative perspective, in order to verify the existence of patterns of these constructions. In this study, CP is understood as the attribution of properties to a same constituent by different predicates. In the first chapter, we present how these structures are represented by the traditional approach, which treats them as noun-verb predicates or as reduced clauses of infinitive, participle and gerund. This chapter also discusses the ambiguity between object predicative and noun phrases, as well as the possibility of indirect object predicatives. In the second chapter, we present an analysis according to the generative perspective, particularly according to the Theory of Principles and Parameters, in which these constructions are not represented as clauses, but rather as small clauses (SCs). Also in this chapter, we revise Williams’ (1983, 1994) proposal on SCs and propose that the projection of the SC is ruled by AgrP. In the third chapter, based on the revision of traditional and generative approaches, we conclude this dissertation with the establishment of 18 possibilities of structures with CP in BP.

Nesta tese, discutem-se, dentre outros, os conceitos de \"auditório universal\", de Perelman (2000); o de \"contrato de comunicação\", de Charaudeau (1992); os conceitos de duplo vínculo e enquadres, propostos por Bateson (1972), e abre-se também espaço para os principais tipos de paradoxos. Nela apresentase ainda a teoria dos semas e de sua combinatória, segundo Langendoen (1971), e, finalmente, analisa-se o sermão pelo Bom sucesso das armas de Portugal contra as de Holanda. O trabalho tem por objetivo evidenciar que o discurso religioso do Padre Antônio Vieira, no Sermão Pelo bom sucesso das armas de Portugal contra as de Holanda, é um discurso paradoxal porque desconstrói a si próprio. Para atingir tal propósito, confrontam-se os argumentos de que Vieira faz uso para dirigir-se a Deus, no referido sermão, com os textos das Sagradas Escrituras; analisa-se a argumentatividade das formas nominais do verbo, com ênfase particular na estrutura do gerúndio, enquanto ato ilocucional, a partir do Sermão da Sexagésima, e descreve-se um tipo de paradoxo pragmático: a roda argumentativa. / In this thesis, among others, the concepts of \"universal auditorium\", from Perelman (2000); \"communication contract\", from Charaudeau (1992); the concepts of double bind and frames, proposed by Bateson (1972) are discussed, and room is opened for the main types of paradox. In this one, the theory of semantic traits and its combinatory, according to Langedoen (1971) is also presented and, finally, the sermon For the good success of Portugal\'s weapons against Holland\'s is analyzed. The work has as a scope to evidence that the religious speech from Father Antônio Vieira, at the sermon For the good success of Portugal\'s weapons against Holland\'s, is a paradoxal speech for it unbuilds itself. To reach such purpose, the arguments Vieira uses to address God are confronted, at the referred sermon, with the Holy Scriptures\' texts; the argumentativity of the nominal forms of the verbs is analyzed, with particular emphasis on the structure of the gerund, as an illocutionary act, starting from Sermon of the Sixtieth, and a kind of pragmatic paradox is created: the argumentative round.