The aim of this study is to identify and analyse how different communicative acts are used in the teaching of reading comprehension in grade 3. The study is based on five video recordings of the teaching of reading comprehension with a teacher using the common Swedish teaching model known as “läsfixare”. The empirical data have been analysed through systematic studies and interpreted on the basis of six different speech acts with the aid of a recording schema in the form of a checklist. The theory that is the premise for this study is chiefly based on Searle’s research (1979) on different communicative speech acts, but also on Vargas’s research (2013) on the use of speech acts in the classroom. The study shows that the teacher uses all six speech acts: instruct, request, confirm, exemplify, apply and explain. These are chiefly used in combination with each other and reinforced with the aid of body language. The study also shows the relationship between the function of the speech acts in teaching and the choice of “läsfixare” figures. Through increased awareness of the use of speech acts, teachers can be more effective in their teaching of reading comprehension and develop pupils’ reading comprehension.

Syftet med mitt examensarbete är att studera lärares användning av talhandlingar till flickor och pojkar, samt se om talhandlingarna kan ha någon inverkan på elevers talutrymme i klassrummet. Jag har valt att avgränsa mig till tre talhandlingar; beröm, tillsägelser och uppmaningar. Jag undersöker även om lärarnas egna upplevelser av interaktionen i klassrummet stämmer överens med hur det faktiskt ser ut. För att söka svar på mitt syfte och mina frågeställningar har jag använt mig av triangulering genom två metoder. Enskilda intervjuer har genomförts med de berörda lärarna för att få svar på deras kommentarer om interaktionen i klassrummet. Observationer har använts för att observera lärarnas interaktion med eleverna.  Min undersökning visar att lärare använder talhandlingar som beröm och uppmaningar relativt lika mellan flickor och pojkar. Den mest framträdande skillnaden mellan flickor och pojkar är när lärarna ger tillsägelser till eleverna. Då dominerar tillsägelser till pojkarna. Pojkarna tar själva friheten till att uttrycka sig fritt i klassrummet och får där med mer talutrymme. Lärarna själva ansåg inte att de gjorde någon skillnad mellan könen vid tillsägelser, vilket dock inte visade sig vara fallet i mina analyser av observationerna. Även utformningen av tillsägelser skiljer sig mellan könen. Till flickor är det vanligare med indirekta tillsägelser och till pojkar direkta. När pojkar får tillsägelser av lärarna handlar det oftast om beteenden som stör andra i klassen. När flickor får tillsägelser gäller det i allmänhet sådant som enbart stör dem själva. / The aim of my thesis is to study teachers' use of speech-acts for girls and boys, as well as see if the speech acts can influence pupils' speech space in the classroom. I have chosen to delimit my study to three speech acts, praise, reprimands, and calls. I also investigate if the teachers' own experiences of the interaction in the classroom are in line with what it looks like. To seek answers to my questions, I have used the triangulation by two methods. Individual interviews were conducted with the teachers concerned to get answers and their comments about the interaction in the classroom. I also observed the teachers' interactions with students.  My study shows that teachers uses speech acts as praise and calls relatively similar between girls and boys. The most prominent difference between girls and boys is when teachers give reprimands to the students. Then dominate reprimands the boys. The boys themselves take the liberty to express themselves freely in the classroom and get there with more speech space. Teachers themselves considered that they made no distinction between the sexes at reprimands, which not proved to be the case in my analysis of the observations. The design of the reprimands differs between sexes. For girls, it is more common with indirect reprimands and boys directly. When the boys get reprimands by the teachers, it's mostly about behavior that disturbs others in the class. When the girls get reprimands, in general such that only bothers them.

This is a case study that seeks to investigate how two teachers in grade 3 work with instructions to a written assignment in Swedish. The study is grounded in a sociocultural perspective on learning, and is based on observations in a classroom setting. The results show that the two teachers use different forms of mediating tools in their instructions. It was also found that the teachers use different speech acts in the instructions and that the instructions vary depending on which speech acts are included. Neither of the teachers made any adjustments to the collective instructions, instead they made individual adaptations outside the general instruction.

In Luke-Acts, Luke intentionally describes the early Jewish-Christian community in accordance with Isaiah’s prophecy for an ethical restoration of social justice in Israel. This thesis accomplishes this argument in three chapters. First, it explores Isaiah’s program of restoration and argues that it includes social justice through the Davidic Messiah and the empowerment of the Holy Spirit. Secondly, an argument is made that Luke’s presentation of Jesus accords with the Isaianic picture of a socially just Davidic king empowered by the Spirit, who works to bring social justice through his reign. Lastly, the events of Pentecost and Acts 2:42–47 with insight gathered from Acts 4:32–37, are considered. Here the argument is presented that Luke draws Isaianic themes together from his gospel to demonstrate that, in Acts, Jesus’ exaltation and the outpouring of the Holy Spirit result in Isaiah’s vision of a Jewish community restored to fruitfulness as a socially just society.

An understanding of the development of the Civil Rights Act of 1866 from its beginnings in the Senate to its culmination in April necessitates a few brief statements concerning the condition of the nation and the relations between the President and Congress.

Internal regulations of an employer This diploma thesis discusses internal regulation (also called directive, guideline, code, instruction etc.) which is an internal normative act of an employer regulating rights and obligations of its employees. This topic belongs to important aspects of labor law. It is an interesting material for studying in theory and often used and discussed phenomenon in practice. For these reasons, I decided to dedicate my diploma thesis to internal regulations. The first chapter provides the theoretical basis for the analysis of internal regulations. Therefore is describes the labor relations and their bodies including the rights and obligations that are part of such relationships. Equally important part of this scientific base is the term of normative legal act and legal acts, immediately connected with the nature of internal regulation. The second chapter deals with definition of internal regulation, which is not present in the law. That is why the way to the definition leads through literature and case law and includes meeting of several key characteristics on which should be based further interpretation. Next step in analysis of the topic is the third chapter which explores sources of law and its development. Regarding the sources of internal rules, it is limited to the Labor...

This thesis focuses on the legal aspects of Kosovo's unilateral declaration of independence. At first I describe the historical and political development in this region. Further follows the explanation of the instruments of international law, such as the definition of a state, the unilateral acts of states and the role of the International Court of Justice. As conclusion I descirbe the role of this instruments on the example of Kosovo and evaluate the impact of the Kosovo indendence on the legal sphere.

No romance Boquitas Pintadas, de Manuel Puig, encontramos conversações literárias que se aproximam de conversações espontâneas dadas as diversas marcas do registro oral coloquial encontradas. Entre as características de um texto conversacional, notamos que há um jogo de preservação de faces, no qual os participantes fazem usos de estratégias para que não ameacem a liberdade de ação ou a auto-estima de seus interlocutores, para que mantenham o equilíbrio da interação. Estas são as estratégias de cortesia, que serão o foco desta dissertação. Nosso objetivo é analisar as manifestações de cortesia nas conversações literárias selecionadas. Para tanto, apoiando-nos na teoria dos Atos de Fala, em Estudos da Cortesia e em conceitos da Análise da Conversação, buscamos examinar como a distância social entre os participantes, o poder entre eles, e o grau de imposição do ato de fala influencia o uso da cortesia em cada diálogo literário. Os resultados demonstram que nas conversações literárias analisadas a variável que mais motiva o uso de estratégias de cortesia é a relação de poder entre os personagens. / In the Novel wrote by Manuel Puig (1932-1990) firstly published in 1969, we are able to find out literary conversations. These literary conversations are similar to spontaneous conversations in spite of the variety of colloquial oral registers. In their midst characteristics of a conversational text, we are able to figure out that there is a strategic of the face-saving view, in which the speakers exploit strategies that can not be treated their freedom of action or their self-steam, for these reason and with these abilities they can maintain the interaction balance in the conversation. Those are the main strategies of politeness which is the main goal of this dissertation. Our main goal is the analyse of politeness manifestation in the seven literary conversation selected by the novel Boquitas Pintadas. Therefore, based on the Theory of Perlocutionary Acts or Speech acts, in the Politeness studies and in concepts of the Conversation Analysis, we try out to analyze how the social distance between the participants of a conversation (orality), the Power between them, and the level of imposition of the speak acts influence the use of politeness in each of the seven literary dialogue studied. The results developed in this research can demonstrate that in those literary conversation analyzed was found three main varieties: Social Distance, Level of Imposition and Power. And among these varieties, the most important and significant strategy of politeness is the power relation found between the characters inside the conversations.

Esta pesquisa se fundamenta, principalmente, na pragmática sociocultural. Nessa perspectiva, a interpretação da cortesia e da descortesia deve ser realizada a partir de relações entre o linguístico e o sociocultural. Em consonância com essa perspectiva, esta tese objetiva verificar, de modo contrastivo, em corpus do espanhol argentino e do português brasileiro, como está formulado linguisticamente o ato de fala da crítica, quais as possibilidades de respostas a esse ato e quais os efeitos de (des)cortesia presentes nos intercâmbios analisados. Por fim, visa comparar, de modo breve, algumas análises com as percepções dos juízes (informantes) obtidas a partir do método de consulta (BRAVO, 2009). Nosso corpus argentino é formado por 15 cenas do filme FRANCIA (2009) e nosso corpus brasileiro é formado por 14 cenas do filme LINHA DE PASSE (2008). Nesses corpora, selecionamos o ato de fala da crítica em cenas ocorridas em dois âmbitos: o privado e o público. Nossa proposta metodológica é composta, basicamente, por quatro etapas. A primeira e a segunda consistem em analisar linguisticamente em cada corpus o ato de fala da crítica e suas reações a partir do cotexto e do contexto explicitados durante a análise, e a partir dessas trocas interpretar o efeito de (des)cortesia. A terceira etapa consiste em comparar nossa interpretação com a percepção de juízes (informantes) de cada língua, a partir de resultados do método de consulta. A última etapa consiste em tecer comparações entre o âmbito privado e público de cada idioma, para por fim, comentar diferenças e semelhanças entre os dois idiomas. Os resultados da comparação entre os âmbitos em cada idioma demonstram que não há diferenças significativas entre os âmbitos. Quanto aos tipos de críticas, percebemos que, mais do que a influência dos âmbitos, fatores como o grau de compromisso afetivo, a simetria ou assimetria na relação entre os interlocutores, o grau de problematicidade temática da interação, ou seja, da conflituosidade da interação e questões culturais são determinantes nas escolhas linguísticas dos falantes fictícios ao criticar. Acerca das reações, tanto no âmbito privado como no público, predominam as Defesas, dada a natureza ameaçadora do ato de fala da crítica. No que se refere à FRANCIA EA em comparação com LINHA DE PASSE PB, os resultados da análise linguística e sociocultural sinalizam que não há muitas diferenças no modo como argentinos e brasileiros formulam linguisticamente a crítica, mas há diferenças importantes no modo como ambas as nacionalidades reagem a esse ato de fala, diferenças essas, de modo geral, relacionadas às premissas culturais de cada comunidade de fala. / This research is mainly based upon sociocultural pragmatics. In this perspective, the interpretation of politeness and impoliteness has to be done from the relations between linguistic and socialcultural contexts. According to this view, this thesis aims at showing, in a contrastive way, in an Argentinian Spanish corpus and in a Brazilian Portuguese corpus, how speech acts about criticism are linguistically formulated, what the possible responses to these acts are and what (im)politeness effects are present in the analysed exchanges. At last, it focuses on briefly comparing some analyses with judges (informants) perceptions gotten by the consulting method (BRAVO, 2009). Our Argentinian corpus is composed by 15 scenes of the film FRANCIA (2009) and our Brazilian corpus consists of 14 scenes of the film LINHA DE PASSE. In these corpora we have selected speech acts about criticism in scenes that happened in two situations: privately and publicly. Our methodological proposal is basically composed by four phases. The first and the second ones consist of linguistically analysing in each corpus the speech acts about criticism and their reactions established in the co-text and set in the context during the analysis, and interpreting the effect of (im)politeness in these turn exchanges. The third phase consists of comparing our interpretation with judges (informants) perceptions in each language, considering the results from the consulting methods. The last phase consists of making comparisons between the private and the public contexts in each language in order to, at last, comment on differences and similarities between the two languages. The results in the comparison between the contexts in each language show that there are not significant differences in the contexts. As far as the types of criticism are concerned, we see that, more than the influence of the contexts, elements like the degree of affective commitment, the symmetry or asymmetry in the relation among speakers, the degree of theme problems in the interaction, that is, the conflicts in the interaction and the cultural issues are crucial in the linguistic choices the fictional speakers make when criticizing. About reactions, both in the private and in the public contexts, Defenses predominate, due to the threatening nature of the speech act of criticism. Particularly for FRANCIA EA (argentinian spanish) in comparison with LINHA DE PASSE PB (brasilian portuguese), the results of the linguistic and sociocultural analyses show that there are not many differences in the way Argentinians and Brazilians express criticism linguistically, but there are important differences in the way these peoples respond to this type of speech act, which, in general, are concerned with cultural premises specific to each speaking community.

O objetivo do estudo foi sugerir a inserção, em dicionários híbridos italiano>portuguêsbrasileiro tais como o Parola Chiave (2012), de informações acerca da dimensão pragmático-ilocucionária de ambas as línguas, a partir do uso de corpora eletrônicos. A metodologia empregada foi a seguinte: (a) fundamentação teórica, baseada: no conceito de Lexicografia de Krieger (2008) e no de dicionário híbrido de Höfling, Silva e Tosqui (2004); no de Pragmática Linguística e no de atos de fala de Bianchi (2008) e Sbisà (2009); no de Linguística de Corpus de Berber-Sardinha (2000), (2003) e (2004) e Tagnin (2004) e (2013); (b) estabelecimento de critérios para a investigação de ilocuções em corpora italiano e português-brasileiro, a saber: adoção da teoria dos atos de fala proposta por Austin (1990[1975]) (em função de seu critério para reconhecimento de ilocuções, a forma verbal na primeira pessoa do singular do presente do indicativo na voz ativa, e de sua associação ilocuções-verbos); adoção de dois corpora online, Corpus Paisà e Corpus do Português (o primeiro do italiano, o segundo do português-brasileiro, escolhidos em função da extensão de cada um, o que os torna representativos de suas respectivas línguas); adoção de cinco verbos ilocucionários comissivos do italiano, promettere, giurare, assicurare, impegnarsi, garantire (em função da mútua relação sinonímica que possuem entre si, segundo o dicionário Sinonimi e contrari minore (2009)); adoção de cinco verbos ilocucionários comissivos do português-brasileiro, prometer, jurar, assegurar, comprometer-se, garantir (em função de serem semanticamente equivalentes aos respectivos verbos italianos, segundo o Parola Chiave); adoção da forma verbal citada acima como sintaxe de busca para pesquisa em corpora; (c) análise qualitativa e quantitativa: obtiveram-se os números totais de ocorrências de cada ilocução; realizou-se uma análise qualitativa de modo a excluir casos anômalos, cujos critérios de exclusão foram: casos de homonímia, negação, repetição e ininteligibilidade; após obtenção dos números reais, excluíram-se da pesquisa as ilocuções mi impegno e comprometo-me/ me comprometo (em função da baixa frequência); (d) discussão acerca das possibilidades de dicionarização de ilocuções a partir dos resultados de corpora. Como resultado final, a sugestão foi a de inserir: na microestrutura, marcas de uso referentes às classes de ilocução; na micromedioestrutura, remissivas de modo a conduzir o leitor a um texto externo à nomenclatura; na macroestrutura, um texto externo à nomenclatura que contenha: (i) explicações referentes às classes de ilocuções e lista de respectivas espécies convencionalmente recorrentes do italiano dispostas segundo frequência; (ii) espécies de ilocuções equivalentes do português-brasileiro dispostas segundo frequência; (iii) exemplos de uso, retirados dos corpora, de tais verbos ilocucionários desempenhando sua função ilocucionária convencional. / This study aims to suggest a method of inserting, in hybrid Italian>Brazilian-Portuguese dictionaries such as Parola Chiave (2012), information about the pragmaticillocutionary dimension of both languages, through electronic corpora. The methodology used was as follows: (a) theoretical foundation based on: Krieger\'s concept of Lexicography (2008) and Höfling, Silva & Tosqui\'s hybrid dictionary (2004); Bianchi (2008) and Sbisà\'s (2009) Pragmalinguistics and speech acts; Berber- Sardinha (2000, 2003, 2004) and Tagnin\'s (2004, 2013) Corpus Linguistics; (b) establishing criteria for illocution research in corpora, namely: adopting the theory of speech acts proposed by Austin (1990[1995]) as research paradigm (due to its criteria for recognizing illocutions, the verb form in the first-person singular of the present indicative in active voice and its illocution-verbs association); adopting two online corpora, Corpus Paisà and Portuguese Corpus (due to the length of each one, which makes them representative of their languages); adopting five Italian illocutionary verbs of commissive class, promettere, giuare, assicurare, impegnarsi, garantire (due to the mutual synonymy relation they have one to each other, according to Sinonimi e contrari minore (2009)); adopting five illocutionary verbs of Brazilian-Portuguese, as known: prometer, jurar, assegurar, comprometer-se, garantir (for being semantically equivalent to their corresponding verb in Italian, according to Parola Chiave (2009)); adopting the verb form mentioned above as syntax search to corpora research; (c) quantitative and qualitative analysis: the total number of occurrences of each illocution was obtained; a qualitative analysis was conducted in order to exclude anomalous cases, of which exclusion criteria were: cases of homonyms, denial, occurrences repetition and unintelligibility; a quantitative analysis was conducted in order to exclude the illocutions mi impegno and comprometo-me / me comprometo (due to their low frequency); (d) discussion around the possibilities of lexicographical records of illocutions from the results of corpora. As a final result, the suggestion was to insert: in the dictionary microstructure, signs of usage referring to illocution classes; in its micromediumstructure: cross references in order to conduct the reader to a section out of nomenclature; in its macrostructure: a text, external to the nomenclature, containing: (i) explanations related to illocution classes and a list of conventionally recurring species of Italian arranged by frequency; (ii) equivalent illocutions species of Portuguese- Brazilian arranged by frequency; (iii) examples of usage, taken from the corpora, of illocutionary verbs performing their conventional illocutionary function.