Thesis--Johns Hopkins University. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 399-414).

Thesis--Johns Hopkins University. / Vita. Includes bibliographical references (leaves 399-414).

Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This study aims at exploring speech acts. Actions via utterances are generally called speech acts. They are commonly given specific labels such as apology, compliment, - request, promise or warning etc. The usefulness of speech acts illustrates kinds of things we can do with words and identifying some of the conventional utterance forms we use to perform specific actions. This study examines speech act of complaints in a domestic context. According to Trosborg (1995) there are two different types of complaints. The direct complaint is when complainer diretly accuse the complainee of having committed the offence. The indirect complaint is when the complainer ask the hearer a question about the situation that she/he is in someway connected with the offence. This study illustrates how Xhosa people complain in a domestic context. Quationaires were distributed to the people of Kayamandi Township in Stellenbosch, Emgwali Location in Stutterheim and Kwalini Location in King William's Town. The focus was on Mothers and Fathers, Daughters and Sons, Brothers and Sisters. The family members complain to each other on different levels and according to their status. Trosborg (1995) has identified eight complaint strategies. The hint, annoyance, ill consequences, direct accusation, indirect accusation, modified blame, explicit condemnation of the accused's action and explicit condemnation of the accused as a person. The mother complains to the daughter more than when she is complaining to the son and the father. The father complains to the son more than when he complains to the daughter. The son and the daughter complain almost equaly to their parents. The daughter complains equaly as her sister. These members have some ways of responding to the complaints. Boxer (1991) has identified six types of responses to the indirect complaints. The question, the joke, contradiction, commisseration, lecture and advice. The father has used more strategies when responding to the mother. The mother has responded to the daughter more than when responding to the father and the son. the son and the daughter has responded almost equaly to their parents. The brother and the sister responded equaly to their parents. The examination of speech acts will help us understand how actions are carried out and interpreted wthin speech events and how more get communicated than is said. It has been established that speech acts of complaint in Xhosa playa crucial sociocultural role in our communities. This is being proved by the manner in which females and male have used the strategies in this data. / AFRIKAANSE OPSOMMING: Hierdie studie het as doelstelling die ondersoek van spraakhandelinge in Xhosa. Handelinge wat uitgevoer word via uitings word spraakhandelinge genoem. Hierdie spraakhandelinge word oor die algemeen bepaalde benaminge gegee, soos verskoning, komplimentering, versoek, belofte, waarskuwing, ens. Die gebruik van spraakhandelinge illustreer die soort dinge wat mense met woorde kan doen, en identifiseer sommige van die konvensionele uiting vorme wat mense gebruik om spesifieke spraakhandelinge uit te voer. Hierdie studie ondersoek die spraakhandeling van klagte in huishoudelike konteks. Volgens Trosborg (1995) is daar twee verskillende tipes klagtes. Die direkte klagte behels dat die klaer die klagte-hoorder direk beskuldig van 'n oortreding. Die indirekte klagte behels dat die klaer _'n vraag vra aan die klagte-hoorder oor die situasie waarmee laasgenoemde op 'n manier verbind is met die oortreding. Hierdie studie ondersoek hoe Xhosa-sprekende persone kla in huishoudelike konteks. Vraelyste is gegee aan inwoners van die Kayamandi wooongebied in Stellenbosch, Emgwali woongebied in Stutterheim en Kwalini woongebied in King William's Town. Die fokus was op vaders en moeders, dogters en seuns, en broers en susters. Die familielede kla teenoor mekaar op verskillende vlakke en dienooreenkomstig hulle status. Trosborg (1995) identifiseer agt klagte strategieë, naamlik die skimp, verviesing, slegte gevolge, direkte beskuldiging, indirekte beskuldiging, gewysigde blaam, eksplisiete veroordeling van die beskuldigde se aksies, en die eksplisiete beoordeling van die beskuldigde as persoon. Die moeder kla meer teenoor die dogter as wat sy kla teenoor die vader of die seun. Die vader kla meer teenoor die seun as teenoor die dogter. Die seun en dogter kla ongeveer in 'n gelyke mate teenoor hulle ouers. Die dogter kla eweveel as haar suster. Boxer (1991) identifiseer ses tipes response op indirekte klagtes, naamlik die vraag, die grap, die weerspreking, die lesing, en advies. Die vader het meer strategieë gebruik in response teenoor die moeder. Die moeder het meer response gehad teenoor die dogter as wat sy gehad het teenoor die vader en die seun. Die seun en dogter het ongeveer in 'n gelyke mate response teenoor hulle ouers gehad. Die broer en suster het ongeveer dieselfde mate van response teenoor mekaar gehad. Die ondersoek na spraakhandelinge lewer 'n bydrae daartoe om te verstaan hoe handelinge uitgevoer word en geïnterpreteer word binne spraakhandelinge, en hoe meer gekommunikeer word as wat gesê word. Daar is vasgestel dat spraakhandelinge van klagte in Xhosa 'n wesenlike sosio-kulturele rol speel in gemeenskappe. Hierdie feit word bevestig deur onder andere die wyse waarop mans en vroue die strategieë gebruik het in hierdie studie

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This study focuses on the requestive behaviour, including perceptions of politeness and directness, of Omani second language (L2) English students at Nizwa University in Oman as revealed by their written responses to real life scenarios. The study is an attempt to improve linguistic understanding of pragmatic differences, with reference to the similarities and differences between Omani L2 English students and L1 English speakers’ communicative proficiency, in order to contribute to improved language teaching curricula. The research design consisted of an initial series of two questionnaires which required that the participants rate given responses based on their perceptions of ‘politeness’ and ‘indirectness’; a third discourse completion test (DCT) that required participants to respond in writing in the form of a request to five real life scenarios; and a fourth questionnaire that required teachers to judge the written responses of the DCT according to five criteria. Additionally, the Omani-speaking teachers of L2 English were interviewed and asked questions relating to their responses from a sociopragmatic/ cultural perspective. The Omani teachers’ responses were then used to assist in the analysis of the written response data. The four instruments above thus used both quantitative and qualitative research methods. The results of the data analysis showed that (1) the query preparatory is considered by both groups to be the most polite request strategy and is used to mitigate imposition; (2) Omani L2 English students consider the words should and must to be most impolite in contrast with the L1 English speakers who consider the mood derivable to be the most impolite request strategy; (3) mild hints are considered far more polite by L1 English speakers than by Omani L2 English students; (4) politeness is influenced by differences in perceptions of social variables such as social distance, social power and degree of imposition; (5) direct strategies are not considered impolite and are used six times more frequently by Omani L2 English students than by L1 English speakers in low-imposition contextual situations; and (6) positive transfer and conventionalisation of the time intensifier has been produced and the strategy is used more than twice as much by the Omani L2 English students than by the L1 English speakers. In contrast, the L1 English speakers use the preparator 11 times more frequently than the Omani L2 English students who predominantly have no pragmalinguistic knowledge of this tactic. The study highlights the need for pragmalinguistic and sociopragmatic training of students in the classroom and for pragmatics to be included in the material and curriculum design of English language learning programmes. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op hoe versoeke, insluitend die persepsies van beleefdheid en direktheid, van tweede taal (T2) Omani studente aan die Universiteit van Nizwa in Oman geformuleer word soos geopenbaar deur hulle skriftelike reaksies op realistiese lewenscenarios tydens vraagstelling. Die studie is ‘n poging om taalkundige begrip van pragmatiese verskille te verbeter, met verwysing na die ooreenkomste en verskille tussen Omani T2 Engelssprekendes en L1 Engelssprekendes se kommunikatiewe vaardighede, ten einde by te dra tot die verbetering van taalonderrig leerplanne. Die navorsing het bestaan uit ‘n aanvanklike reeks van twee vraelyste wat vereis dat deelnemers antwoorde gee op grond van hulle persepsies van beleefdheid en indirektheid; ‘n derde diskoers voltooiings toets (DVT) wat vereis dat deelnemers skriftelik reageer op versoeke in vyf realistiese lewenscenarios; en ‘n vierde vraelys wat vereis dat onderwysers die skriftelike reaksies op die DVT in vyf areas beoordeel. Daarbenewens is die T2 Omani onderwysers ondervra met betrekking tot hulle antwoorde vanuit ‘n sosio-pragmatiese perspektief. Die Omani onderwysers se antwoorde is vervolgens gebruik om die ontleding van die skriftelike response te doen. Die bogenoemde vier instrumente gebruik dus beide kwalitatiewe en kwantitatiewe navorsingsmetodes. Die resultate van die data-analise toon dat (1) die “query preparatory” deur beide groepe as die mees beleefde vraag-strategie beskou word en gebruik word om taakoplegging te versag; (2) T2 sprekers beskou die woorde moet en behoort meestal as onbeskof, in teenstelling met die T1 Engelssprekendes, wat die “mood derivable” as die mees onbeskofte vraag-strategie ervaar; (3) die “mild hint” word as baie meer beleefd deur L1 Engelssprekendes as deur T2-sprekers ervaar; (4) beleefdheid word beinvloed deur verskille in persepsies van sosiale faktore soos sosiale afstand en –druk, en die graad van oplegging; (5) direktheid word nie as onbeskof gesien nie, en kom ses keer meer voor by T2 sprekers in laer taalvaardigheid situasies; en (6) positiewe oordrag en vaslegging van tyd as ‘n drukkrag het voorgekom, en die taktiek word meer as twee keer soveel deur die T2 sprekers as deur die T1 Engelssprekendes gebruik. In teenstelling gebruik die T1 Engelssprekendes die “preparatory” 11 keer meer as die T2 sprekers, wat meestal geen pragma-linguistiese kennis van hierdie tegniek het nie. Die studie beklemtoon die noodsaaklikheid van pragma-linguistiese en sosio-linguistiese opleiding in die klaskamer, en dat pragmatika in materiaal en kurrikulumontwerp vir Engelse taalleer programme ingesluit word.

abstract: In the study of politeness in Spanish there are some speech acts that have received more attention, such as requests, apologies, invitations and negotiations. In the case of the of congratulation, there is only one published work by García about congratulation by Peruvian Spanish-speakers. This thesis is a first approximation to the study of realization of the speech act of congratulation in Colombian Spanish. The Brown and Levinson model is used for the study of preferences in the strategies of politeness, and the Scollon and Scollon model for the notion of deferential and solidarity politeness. The Blum Kulka et al. model is used for the classification of the categories of principal head acts and supportive moves in the speech acts of congratulation. The following results were found in answer to the basic hypothesis of the research: The Colombians in this sample have positive politeness when giving congratulations and manifest it with such solidarity strategies as pride and approval, expressions of gratitude and support, and they also give the congratulation in an explicit manner. To a lesser degree they request information and make direct criticism. The data analysis shows a 95% certainty in the differences found between men and women. Nevertheless, the differences between younger and older people or between young women and young men are not statistically significant and only show tendencies. In order to corroborate the finding of this research, it is necessary to have a larger sample in terms of the educational level of the participants. Also, the sample should be broader in terms of gender and age, so as to verify if the difference between younger and older people continues being a tendency or if there is a statistically significant difference. To generalize the term Colombian, other regions of the country should be included, especially the contrast between the Andean, Coastal, and Plains regions which are culturally different within the country. / Dissertation/Thesis / M.A. Spanish 2011

Submitted by Ana Paim (verenaebranca@gmail.com) on 2014-01-06T18:59:05Z No. of bitstreams: 1 TESE 2013 DEFINITIVA.pdf: 1652998 bytes, checksum: e1685ee73a9e1bd893019c494f4c0deb (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-01-22T19:02:19Z (GMT) No. of bitstreams: 1 TESE 2013 DEFINITIVA.pdf: 1652998 bytes, checksum: e1685ee73a9e1bd893019c494f4c0deb (MD5) / Made available in DSpace on 2014-01-22T19:02:19Z (GMT). No. of bitstreams: 1 TESE 2013 DEFINITIVA.pdf: 1652998 bytes, checksum: e1685ee73a9e1bd893019c494f4c0deb (MD5) / Este é um trabalho de tese que teve como objeto de pesquisa as re-existências dos professores-estudantes como atos de currículo do Curso de Licenciatura em Física do Programa de Formação para Professores (5ª à 8ª séries/Ensino Médio) – Modalidade Presencial, desenvolvido na Universidade Estadual de Feira de Santana. Investigar como as re-existências epistemológicas e formativas, enquanto atos de currículo se manifestaram neste Curso constituiu-se, portanto, no problema de pesquisa que norteou esta investigação. A pesquisa teve como objetivo maior compreender as re-existências epistemológicas e formativas desses professores-estudantes aos atos de currículo constitutivos do Curso de Licenciatura em Física do Programa de Formação para Professores. Para tanto, optei pela abordagem de pesquisa qualitativa a partir do viés teórico-metodológico da etnopesquisa crítica e multirreferencial de inspiração fenomenológica, pelos princípios que apresenta, pela pertinência ao tipo de estudo realizado e aos seus propósitos. Dado o caráter idiográfico do contexto e dos sujeitos pesquisados escolhi desenvolver um estudo de caso de tipo etnográfico. No trabalho de campo fiz uso de dispositivos de recolha de informações que permitiram a “escuta sensível” (BARBIER,1990) dos sujeitos e a revelação do fenômeno através de suas narrativas, a saber: a “entre-vista” aberta, o questionário com perguntas semi-abertas, o grupo focal, cartas formativas, análise documental e “narrativas catárticas” (PAIM,2013). O estudo do fenômeno da re-existência como atos de currículo no âmbito da formação revelou o poder dos sujeitos em seus processos formativos de autorizar-se e instituírem-se como atores sociopedagógicos, assim como me remeteu a um exercício reflexivo sobre os atos de currículo e suas implicações na formação. As re-existências dos professores-estudantes aos atos de currículo confirmaram, portanto, a inseparabilidade do Ser e sua existência no processo formativo, bem como a responsabilidade dos atos de currículo na formação, algo que pouco tem sido pensado quando se discute esse fenômeno, daí a relevância desse estudo. Palavras-chave: Atos de currículo. Re-existência. Formação de professores. / ABSTRACT This is a thesis paper which had as its research objective the re-existence of learner teachers as curriculum acts in the Physics Graduation Course from the Teacher Development Program (5th to 8th grades/High School) - Classroom Learning Modality, created at the State University in Feira de Santana. Investigating how the epistemological and formative re-existences, while curriculum acts arose in this Course resulted, thus, in a research object which led to this investigation. The research major objective was to understand the epistemological and formative re-existences of such learner teachers to the Curriculum Acts of the Physics Graduation Course as part of the Teacher Development Program. So, I chose the qualitative research approach from a theoretical methodological bias of multi-referential and critical ethnology research of phenomenological inspiration, for the principles it represents, for the importance of the study and its purposes. Given its context idiographic characteristic and the subjects under investigation, I decided to carry out a ethnographical case study. In the field study, devices for collecting information were adopted which made the “sensitive hearing” (BARBIER, 1990) on the subjects possible as well as the revealing of the phenomenon through their narratives, which are: the open interview, questionnaire with semi-open questions, the focus group, formative letters, document analysis and “cathartic narratives” (PAIM, 2013). The study of the re-existence phenomenon as curriculum acts about professional development revealed the power of the subjects in their formative process to regard and to refer to themselves as social pedagogical actors. It also reminded me of a reflection exercise about curriculum acts and their implications on development. The re-existence of learner teachers to the curriculum acts confirmed, therefore, the inseparability of the Person and his existence in the formative process, as well as the responsibility of curriculum acts for the development, which has not been widely considered when this phenomenon is discussed, that explains the importance of this study. Key-words: curriculum acts; re-existence; teacher development.

Compliments, speech acts used to establish and reinforce solidity in human interaction, are employed extensively in various social situations. The act of giving compliments as well as responding to compliments may differ for various social contexts and cultural norms. Particularly for second language learners, the target environment may influence the way they employ compliments in their second language. This study aimed to investigate the compliment responses of Chinese second language speakers of English in view of their length of stay in the US and topic of the compliment. Four participant groups included a US group, and three Chinese ESL groups with different length of stay in the US. Both quantitative and qualitative results indicated that the four groups shared a similar tendency to employ compliment responses. These results suggest that there may be a new concept of culture developing, which is not bound to geographic location and first language.

Public figures have offered more public apologies since the past two decades. However, very little research efforts have been made to study the use of apology strategies in public apologies. This study aims to find out how Chinese and English public figures use apology strategies to publicly apologize, and highlight the similarities and differences in their use of apology strategies. This study used a modified model that was based on Cohen & Olshtain (1981), Olshtain & Cohen (1983), and Blum-Kulka et al. (1989) and identified a total of 11 apology strategies. 8 Chinese and 8 English public apologies over infidelity were collected and analyzed using the model and the use of apology strategies was compiled. It was found that, in general, the Chinese subjects used apology strategies more often than the English subjects. The most frequently used and least frequently used strategies were the same for both groups of data, which were accepting the blame and expressing a lack of intent respectively. One of the significant differences was found in the preference of IFIDs where the Chinese data preferred an expression of apology while the English data preferred an expression of regret. It was also found that 3 of the Chinese apologies used the strategies expressing self-dificiency and offering an explanation or account together. Since the latter was found to be inappropriate in the case of apologizing over infidelity, the concurrent use of these 2 Strategies might be a unique feature of Chinese public apology. Since this study is a pioneering attempt to study the use of apology strategies in public apologies, further research efforts are much encouraged. It is hoped that this study could serves as a reference for further studies on apology strategies in public apology.

This essay consists of six chapters with an introduction and conclusion. INTRODUCTION: The introduction sets out the scope of the essay and states the methodology that is followed. CHAPTER I: THE PEOPLE OF GOD. This and the next two chapters deal with the Pauline conception of the Church. This chapter deals in particular with Paul's understanding of the continuity of the Church with Israel. The Old 'Testament terms and types that Paul uses are examined and their new application to the Church noted. The Church is examined as the "people of God", the "ekklesia" the "saints", the "elect" and the "temple of the Holy Spirit". CHAPTER II: THE WHOLE CHRIST. This chapter deals with the understanding of the Church as being "in Christ", as being "with Christ" in his redemptive acts. Here the close union between Christ and the Christian is examined,especially as it is conveyed by the "local" understanding of "in Christ" and the Christians' participation "with Christ" in baptism. The term fellowship (Koinonia) is also examined. The chapter concludes that Paul regards Christians as being "solid" with Christ. CHAPTER III: THE BODY OF CHRIST. Here the corporate understanding of the Church as the Body of Christ is examined. After a brief survey of various theories of origin it is suggested that the formula and concept itself was an original Pauline formulation. The "body of Christ" is closely identified with the actual redemptive acts, but it is exceeding the figures usage to regard the Church under this figure as the Iiteral physical body of Christ. While the term is used metaphorically, it is yet more than a metaphor. It expresses the corporate nature of the Christian Church, in its union with Christ. CHAPTER IV: LUKE, JESUS AND THE COMMUNITY. This chapter looks at Luke's treatment of Jesus' purpose. It seeks to answer the question as to whether Jesus intended to found a community. The question of eschatology and its relationship to the Lukan concept of the Church is examined. It is shown that Luke did have an interest in eschatology and that this did not prevent him conceiving of Jesus' founding a community. CHAPTER V: THE RESTORATION OF THE PEOPLE OF GOD (ISRAEL). We see in this chapter that Luke has an unique ecclesiology. For he does conceive of a Church, but one that is essentially Jewish, in fact the restored Israel. Luke only envisages one Israel, from which unbelieving Jews are cut off. This Israel, as part of its restoration, comprehends within itself both the Samaritans (who are viewed by Luke more as Jews than non-Jews) and the Gentiles. CHAPTER VI: THE APOSTLES, THE HOLY SPIRIT AND THE COMMUNITY. The Apostles are regarded by Luke as the regents of the restored Israel, not really as the guarantors of a Jesus tradition or as the first ecclesiastical officials. As such they are instrumental in showing the Church's continuity with Israel and the events of Jesus' Resurrection and Ascension. They are vital for the Lukan conception of the restoration of Israel. When this is done by the inclusion of believing Jews, Samaritans and Gentiles, they disappear from Luke's account. The Holy Spirit is viewed as Jesus' gift to the Church, which guides it into an understanding of its universal nature. The Holy Spirit is seen as essential in Christian initiation. Participation in the Holy Spirit, together with the Church's common origin, give the Church its unity and life. CONCLUSION. The conclusion sums up the Lukan and the Pauline concepts of the Church, noting both their similarities and the points wherein they differ. Reasons are advanced for these differences.

This work's main thesis is that a theory of action provides a more appropriate framework than a theory of language for furthering the purpose of Austin's conception of speech acts. The main purpose of that conception was the elucidation of the species of language-use that is exemplified by illocutionary acts and is distinct from those species exemplified by locutionary and perlocutionary acts. Austin's conception of locutionary acts isolates those features of a speech act situation which are amenable to subsumption under a theory of language. This conception is expounded, developed and defended in Chapter One. The orthodox "reject-and-replace" view of the relationship between Austin's performative-constative distinction and his distinction between locutionary and illocutionary acts threatens several of Austin's insights concerning the type of theory appropriate for developing his conception of speech acts. In Chapter Two the performative-constative distinction is expounded, the "reject-and-replace" is shown to be false, and an alternative view, which retrieves the threatened insights, is advanced. Austin's distinction between locutionary and illocutionary acts, and his parallel distinction between locutionary meaning and illocutionary force, are also established in the course of defending them against objections. The terms in which Austin drew the distinction between illocutionary and perlocutionary acts - those of a conventional act distinct from its non-conventional outcomes indicate the theoretical framework required for a development of his conception. In Chapter Three this distinction is expounded and a partial analysis is made of the concepts of some outcomes of acts, viz., effects, consequences and results. Illocutionary acts are not constituted in toto by agents' bodily movements - a point captured in Austin's thesis that illocutionary acts are conventional acts. In Chapter Pour the interpretation customarily imposed on that thesis is discussed and shown to be unfaithful. An alternative interpretation is constructed from points in Austin's own lectures. The solution to the problem of the constitution of illocutionary acts provided by this interpretation is that such acts are constituted by the conventional procedures as part of which locutionary acts are performed. Some other suggested solutions are canvassed. In Chapter Five an account is given of the conventional procedures constitutive of illocutionary acts. In Chapter Six the claim embodied in the main thesis of this work is defended against the counter-claims implicit in Schiffer's, Strawson's and Searle's work. In the Appendix Austin's performative-constative distinction and his later views on truth are defended. An analytical table of contents is included.