Este trabalho tem como objetivo explorar construções superlativas sob a ótica da Gramática das Construções (GOLDBERG, 1995, 2003, 2006; MIRANDA; SALOMÃO, 2009), tendo como aporte teórico-metodológico central estudos já realizados sobre superlatividade (SAMPAIO, 2007; MIRANDA, 2008; ALBERGARIA, 2008; COSTA, 2010; SANTOS, 2012; PIRES, 2013; CARRARA, 2010, 2015; MACHADO, 2011, 2015). A fim de averiguar se existem expressões produtivas que sejam candidatas a construções superlativas no uso coloquial do Português Brasileiro regional, investigamos as ocorrências das expressões tri (como prefixo), de cair os butiá [do bolso], frio de renguear cusco, frio de rachar, frio de lascar, baita, medo que me pelo, que dói, pra cacete/pra caralho, do cacete/do caralho, [que] afudê/afu e puta, prioritariamente, no Corpus do Português, recorrendo, também, à pesquisa adicional no Corpus Brasileiro e no Google. Na análise, consultamos definições das expressões ou de palavras que as compõem, nos casos de ausência da expressão nos dicionários, com o objetivo de elucidar a possível origem e motivação para as expressões. Quanto à formalização das expressões, enquadramo-las em padrões propostos nos estudos revisados, com as seguintes proposições: de cair os butiá [do bolso], frio de renguear cusco, frio de rachar, frio de lascar, medo que me pelo e que dói como instanciações da Construção Superlativa Causal Nominal (CARRARA, 2010); tri como um caso da Construção Prefixal Modificadora de Grau (CARRARA, 2015); e baita, pra cacete/pra caralho, do cacete/do caralho, [que] afudê/afu e puta como parte das Construções Superlativas Genéricas (MACHADO, 2011). A análise dos dados possibilitou a proposta de matrizes construcionais, baseadas nas formalizações já propostas, bem como a sugestão de ampliação da rede construcional superlativa do Português Brasileiro. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES. / This work aims at exploring superlative constructions under the lens of Construction Grammar (GOLDBERG, 1995, 2003, 2006; MIRANDA; SALOMÃO, 2009), having as main theoretical and methodological approach completed studies about superlativization (SAMPAIO, 2007; MIRANDA, 2008; ALBERGARIA, 2008; COSTA, 2010; SANTOS, 2012; PIRES, 2013; CARRARA, 2010, 2015; MACHADO, 2011, 2015). In order to verify if there are productive expressions which can be candidates for superlative constructions in the colloquial use of regional Brazilian Portuguese, we have investigated the occurences of the expressions tri (as a prefix), de cair os butiá [do bolso], frio de renguear cusco, frio de rachar, frio de lascar, baita, medo que me pelo, que dói, pra cacete/pra caralho, do cacete/do caralho, [que] afudê/afu and puta, primarily, in Corpus do Português, referring, as well, to additional research in Corpus Brasileiro and on Google. In the analysis, we have looked for definitions of the expressions or of words which are part of them, in the cases which the expression is not defined by the dictionaries, with the objective of eliciting the possible origin and motivation for the expressions. Regarding the formalization of the expressions, we have fitted them into the patterns proposed in the reviewed studies, with the following assumptions: de cair os butiá [do bolso], frio de renguear cusco, frio de rachar, frio de lascar, medo que me pelo and que dói as instances of Causal Nominal Superlative Construction (CARRARA, 2010); tri as a case of the Prefixal Degree Modification Construction (CARRARA, 2015); and baita, pra cacete/pra caralho, do cacete/do caralho, [que] afudê/afu and puta as part of the General Superlative Constructions (MACHADO, 2011). The analysis of the data made possible the proposal of constructional matrices, based on those which have already been formalized, as well as the suggestion of the enlargement of the superlative constructional net of Brazilian Portuguese.

Part 1 of the thesis, ‘The Balance of Where We Are: A Theory of Composition in Relation to Cognitive Poetics’, considers a compositional theory of poetry, with particular attention to the creative process, the poetic line, and trope. Drawing on from the disciplines of creative writing and cognitive poetics, this thesis asserts basic and important considerations for writing poetry. Chapter One seeks a model for the creative process that will aid in sustaining poetic composition but without dictating a specific method of writing. In presenting several theories of creativity it discusses ways of understanding these mental processes in preparation for the actual poem. It suggests an approach to poetry that will keep the writer focussed and aware of his or her limitations. Chapter Two establishes what it means to be writing poetry in an ‘age of cognitive science’ where some literary scholars have made a ‘cognitive turn’, by explaining the field of cognitive poetics. It considers specifically the cognitive poetics of Reuven Tsur as an important theory to enhance poetic composition. It connects some of Tsur’s discussions on poetic elements to enhance the craft-oriented approach to poetry. Chapter Three examines the poetic line as the basic unit of a poem which any compositional theory must consider. It reiterates the neural theory of the line as a ‘carrier wave’ of conceptual information that is both pleasing to the ear and the mind. It then re- evaluates specific poetic experiments concerning the line, and suggests a method of scanning to help the contemporary reader’s awareness of poetic rhythms. Chapter Four examines trope, specifically poetic metaphor in relation to the assumption of conceptual metaphor theory that poetic metaphors are extensions of everyday metaphors. It welcomes an alternative cognitive-literary explanation by re-iterating metaphor theories from Reuven Tsur and Don Paterson. Finally, it argues that the practitioner is always writing the variation of the ‘one’ poem that he or she has discovered. Part 2 of the thesis, ‘The Secret Uncles: Poems’, consists of my own poems.

M.A. (Afrikaans) / The purpose of this study is to investigate the determinants of language forces within the drama. The hypothesis comprises of the assumption that certain cognitive linguistic aspects could have an important function to fulfil in terms of the interpretational possibilities of the drama. A cognitive linguistic approach to the drama Leuens by Corlia Fourie involves the analysis of cognitive linguistic aspects such as force dynamic interaction, categorisation, metaphorical projections, as well as the relation between reality and illusion - in the discourse of the drama. The central theme of the drama is consequently revealed on account of its manifestation in the developmental progress of the macro speech act. This study demonstrates the great extent to which the understanding of a drama by the reader or viewer is founded on conceptual processing within the domain of cognitive li~guistics. From the above mentioned, it becomes clear that there exists room for contributions from the cognitive linguistic domain within the predominant literary domain of the drama theory. In the final analysis, this study investigates the possibility of verifying the process whereby the reader or viewer of the drama acquires an understanding of the meaning of the drama.

Cognitive poetics, the recently developed field of literary theory which utilizes principles from cognitive science and cognitive linguistics to examine literature, is applied in this study to an exploration of the poetry of William Butler Yeats. The theoretical foundation for this approach is embodiment theory, the concept from cognitive linguistics that language is an embodied phenomenon and that meaning and meaning construction are bodily processes grounded in our sensorimotor experiences. A systematic analysis including conceptual metaphors, image schemas, cognitive mappings, mental spaces, and cognitive grammar is applied here to selected poems of Yeats to discover how these models can inform our readings of these poems. Special attention is devoted to Yeats's interest in the mind's eye, his crafting of syntax in stanzaic development, his atemporalization through grammar, and the antinomies which converge in selected symbols from his poems.

Notre thèse propose l’analyse de l’information selon la théorie de la GrammaireCognitive (Langacker 1987, 1991). En fournissant des exemples du français, del ‘anglais et du grec moderne, nous avons recherché les unités pertinentes pour unfiltrage de l’information. Une fonction est définie comme une opération impliquant unmorphème dépendant, p. ex. un verbe ou un suffixe, et un morphème autonome, p. ex.un nom ; certaines fonctions sont primaires, dans le sens qu’elles sontpsychologiquement plus saillantes ; il s’agit des morphèmes dépendants verbaux oudéverbaux, qui profilent différemment une même scène processuelle. Afin d’en arriver àun filtrage automatique de l’information au niveau phrastique, il faut d’abord préparerdes dictionnaires de flexion et de dérivation déverbale. Nous faisons les premiers pas enanalysant exhaustivement la flexion verbale de l’anglais, du français et du grec moderneet en constituant des dictionnaires électroniques de toutes les formes fléchies verbales. / Our thesis proposes data mining within the framework of Natural Language Processing(NLP) according to the theory of Cognitive Grammar (Langacker 1987, 1991).Providing examples from French, English and Modern Greek, we investigate theappropriate units for data mining. A function is defined as an operation involving adependent morpheme, for ex. a verb or a suffix, and an autonomous morpheme, for ex.a noun ; certain functions are primary in the sense that they are psychologically moresalient ; these are verbal or deverbal dependent morphemes that profile differently onesame processual scene. In order to get an automatic data mining at the phrastic level, wefirst need to prepare dictionaries of inflection and of deverbal derivation. We are takingthe first steps by analysing exhaustively the verbal inflection of English, French andModern Greek and we build electronic dictionaries of all their inflected forms.

This study tests Newports Less is More hypothesis with a language teaching experiment. Computerized French language lessons were presented to forty-two adults over two one-hour sessions. Learning trials were presented either in full sentences to resemble the adult learning environment, or in small increments that gradually increased to full sentences, resembling the steadily expanding processing capabilities of children. Trials were also presented randomly or ordered such that multiple examples of the same objects and verbs were presented consecutively. Language proficiency tests were administered after the lessons. A 2 (Presentation: incremental or full sentence) x 2 (Order of presentation: blocked or random) mixed ANOVA was used to analyze the data. The incremental conditions outperformed the sentence conditions on all proficiency measures. There was no significant effect of the blocking manipulation. This outcome suggests that a teaching method based on Newport's Less is More hypothesis can be advantageous in learning a foreign language. / by Simone L. Chin. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Research in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented consecutively. Third, participants were instructed to gesture the actions of the verbs within sentences. All three methods were predicted to increase the likelihood of learning the grammar form of sentences through guiding adults’ attention to fewer components of language input at a time. In Experiment 1, 82 English native speakers played an adventure videogame designed for the learning of French vocabulary and grammar of French sentences for two one-hour sessions. All three methods were incorporated in the lessons portion of the game resulting in a 2(incremental vs. full sentence) X 2(blocked vs. unblocked order) X 2(gesture vs. no gesture) between subjects design. The results from Experiment 1 revealed a) more nouns were acquired than verbs and b) a trend that the incremental conditions performed worse than the full sentence conditions on the grammar measures. In Experiment 2, 110 adult learners played the French videogame, but only the blocked presentation and gesture imitation methods were incorporated in the lessons portion (omitting the method of incremental presentation). The results from Experiment 2 revealed a) conditions with either method of blocked presentation or gesturing performed better on vocabulary and grammar measures than the unblocked non-gesture condition, and b) the combination of blocked presentation and gesturing led to better learning of inductive grammar than either method alone. The outcome of the study suggests gesturing and blocked order teaching methods that encourage adults to attend to a few but important components within a sentence are advantageous in learning the grammar of a foreign language. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

O objetivo desta dissertação é descrever alguns aspectos linguísticos da narração de futebol transmitida por rádio. Para isso, utilizei a partida que gravei (entre outras) disputada pelas equipes do Corinthians-SP e do Flamengo-RJ realizada em 2013, narrada por Deva Pascovici para a rádio CBN. Dessa gravação, o segundo tempo do jogo foi sincronizado com as imagens da transmissão televisiva emitida pela TV Bandeirantes. Realizei essa sincronização no software ELAN, desenvolvido pelo Instituto Max Planck de Psicolinguística. Nesse mesmo software, transcrevi as falas tanto do narrador como dos comentaristas e repórteres. Também as imagens foram transcritas, por meio de um sistema de trilhas que elaborei para as informações visuais baseado no sistema de transcrição desenvolvido pelo Laboratório Linguagem, Interação, Cognição para línguas sinalizadas e outras semióticas visuais (McCleary & Viotti, 2007; McCleary et al., 2010). Os aspectos linguísticos descritos neste trabalho dizem respeito a elementos dos eventos de fala para além do conteúdo segmental como faceta relevante dos processos de significação da narração. Nesse sentido, descrevo o encadeamento dos enquadramentos de visualização (Langacker, 2001) e a prosódia como unidades linguísticas em uma visão mais ampla da narração e os usos da expressão pra fora e do verbo sair ao aproximar o foco dos processos de construal (Langacker, 2000, 2008; Taylor, 2002). Esta dissertação mostra que a narração de eventos em tempo real para um ouvinte que não os presencia necessita não apenas dos conhecimentos compartilhados entre falante e ouvinte sobre o contexto de produção da narração, mas também de estratégias específicas para convencionalizar unidades linguísticas para além do uso corriqueiro da língua. / This dissertation describes some linguistic aspects of football (soccer) radio live commentary. The broadcast of a match between the Corinthians-SP and Flamengo-RJ teams, which occurred in 2013, was recorded live. The main commentator was Deva Pascovic, on CBN radio station. The second half of that match was synchronized with the television shootage, exhibited by TV Bandeirantes. That synchronization was made on the ELAN software, developed by the Max Planck Institute for Psycholinguistics. On the same software, a transcription of the speech from the live commentator as well as from other commentators and reporters was made. The video shootage was also transcribed, through a tiers system developed during this study for visual information on football TV broadcast based on the transcription system under development in the Language, Interaction, Cognition Lab at the University of São Paulo (McCleary & Viotti, 2007; McCleary et al., 2010). Some linguistic aspects described in this study are related to speech events elements beyond the segmental content as relevant facets of the signifying process in football live commentary. The study describes then the sequencing of viewing frames (Langacker, 2001) and prosody as linguistic unities in a broader view of the live commentaries and usage events of the expressions pra fora and sair when the research focus was approximated to the construal (Langacker, 2000, 2008; Taylor, 2002) processes. We show that events live commentary made to a listener who does not experience them in presence needs not only shared knowledge beteween speaker and hearer about the speaking event context, but also specific strategies in order to conventionalize linguistic unities that go beyond the language usage of everyday.

Diferentes agrupamentos de verbos, parte do que chamamos aqui de construções marginais, representam em georgiano um pequeno número de verbos que apresenta peculiaridades estruturais que se desviam, de um modo ou de outro, do padrão dominante representado por classes maiores de verbos. São nessas classes maiores que esses agrupamentos menores tradicionalmente acabam por ser inseridos, estando no limiar, diacrônica e sincronicamente, entre construções morfossintáticas maiores. Argumenta-se que, assim como em relação às classes verbais maiores e mais produtivas, esses grupos menores de verbos também revelam tendências bastante específicas presentes na língua, destacando-se por apresentar diferentes processos de significação. Em vista disso, com base no movimento teórico conhecido pelo amplo termo Linguística Cognitiva, procurou-se compreender e explicar fornecendo as necessárias relações entre construções que apontam para essas tendências menos e mais produtivas e prototípicas de que forma mudanças formais vistas nesses grupos de verbos em particular como mudanças argumentais, aumento ou apagamento de argumentos, mudança na marcação de caso de argumentos etc. codificam e espelham maneiras e processos distintos de significação, e qual seria, consequentemente, a natureza dessas diferentes significações. / Different groups of verbs, that we call here marginal constructions, represent in Georgian a limited number of verbs that have structural peculiarities that deviate in one way or another, from the dominant pattern represented by major verb classes in which they are traditionally classified, since they are at the threshold between major morphosyntactic constructions, diachronically and synchronically. It is argued that, compared to the largest and most productive verb classes, these smaller groups of verbs also reveal quite specific tendencies within the language, particularly by showing different meaning processes. Therefore, based on the theoretical framework known by the broad term Cognitive Linguistics, we sought to understand and explain by providing the necessary relations between those constructions that point to less and more productive and prototypical tendencies - how formal changes seen in these verb groups in particular, e.g. changes in argument structure, increase or deletion of arguments, shifting in case marking of arguments etc., reflect and code distinct ways and processes of conceptualization, being able, therefore, to caracterize the nature of these different meanings.

Diferentes agrupamentos de verbos, parte do que chamamos aqui de construções marginais, representam em georgiano um pequeno número de verbos que apresenta peculiaridades estruturais que se desviam, de um modo ou de outro, do padrão dominante representado por classes maiores de verbos. São nessas classes maiores que esses agrupamentos menores tradicionalmente acabam por ser inseridos, estando no limiar, diacrônica e sincronicamente, entre construções morfossintáticas maiores. Argumenta-se que, assim como em relação às classes verbais maiores e mais produtivas, esses grupos menores de verbos também revelam tendências bastante específicas presentes na língua, destacando-se por apresentar diferentes processos de significação. Em vista disso, com base no movimento teórico conhecido pelo amplo termo Linguística Cognitiva, procurou-se compreender e explicar fornecendo as necessárias relações entre construções que apontam para essas tendências menos e mais produtivas e prototípicas de que forma mudanças formais vistas nesses grupos de verbos em particular como mudanças argumentais, aumento ou apagamento de argumentos, mudança na marcação de caso de argumentos etc. codificam e espelham maneiras e processos distintos de significação, e qual seria, consequentemente, a natureza dessas diferentes significações. / Different groups of verbs, that we call here marginal constructions, represent in Georgian a limited number of verbs that have structural peculiarities that deviate in one way or another, from the dominant pattern represented by major verb classes in which they are traditionally classified, since they are at the threshold between major morphosyntactic constructions, diachronically and synchronically. It is argued that, compared to the largest and most productive verb classes, these smaller groups of verbs also reveal quite specific tendencies within the language, particularly by showing different meaning processes. Therefore, based on the theoretical framework known by the broad term Cognitive Linguistics, we sought to understand and explain by providing the necessary relations between those constructions that point to less and more productive and prototypical tendencies - how formal changes seen in these verb groups in particular, e.g. changes in argument structure, increase or deletion of arguments, shifting in case marking of arguments etc., reflect and code distinct ways and processes of conceptualization, being able, therefore, to caracterize the nature of these different meanings.