Thesis (Doctoral)--Universidad Autónoma de Madrid, Facultad de Fiolosofía y Letras, Departamento de Filología Francesa, 2008. / Title from first line of text. Includes bibliographical references (leaves 362-396).

Thesis (M. Ed.)--University of Hong Kong, 1989. / Includes bibliographical references.

Orientador: Ingedore G. Villaça Koch / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-24T08:56:40Z (GMT). No. of bitstreams: 1 Francischini_Rosangela_D.pdf: 8912362 bytes, checksum: 197144387c566dce9100d223eb482458 (MD5) Previous issue date: 1998 / Resumo: Tendo por referenciais teóricos o Interacionismo Social e a Lingüística Textual, este trabalho procura investigar os problemas que emergem quando da construção de cadeias anafóricas em narrativas produzidas por crianças em processo formal de escolarização séries iniciais. O corpus é composto por 15 (quinze) narrativas - 8 (oito) primeiras versões e 7 (sete) segundas versões -, produzidas a partir de um livro de estórias somente com gravuras. O procedimento adotado, inspirado no conceito de Zona de Desenvolvimento Proximal, de Vygotsky, permitiu a construção de uma segunda versão das narrativas, refacção esta possibilitada por uma necessidade que se impôs à criança de refletir sobre o emprego de determinados recursos expressivos presentes na primeira versão (no nosso caso, os recursos empregados para introdução e manutenção dos personagens. Em outras palavras, na constituição de cadeias anafóricas). A análise proposta mostrou-nos que: 1.) a estratégia que consiste em empregar pronomes como formas referenciais (pessoal e possessivo, principalmente) mostrou-se a mais problemática, no sentido de que, em um número significativo de ocorrências desses pronomes, houve ou ambigüidade de referência ou impossibilidade de determinar o referente; 2.) a situação interativa mediada pela linguagem propiciou a mobilização de operações de linguagem que se materializaram em recursos expressivos mais adequados para a construção das cadeias anafóricas. Sendo assim, do ponto de vista da estruturação textual, as segundas versões das narrativas, por terem sido produzidas a partir da intervenção de um adulto mais hábil, são, indiscutivelmente, qualitativamente superiores; 3.) as crianças buscaram soluções próprias para a resolução dos problemas acima apontados. Desta forma, observamos, principalmente, as seguintes estratégias para caracterização I diferenciação dos personagens: a.) atribuição de nomes aos personagens, b.) emprego de adjetivos indicativos de cor ou gênero (masculino; feminino); c.) acréscimo de informações não constantes nas primeiras versões / Abstract: With the Social Interactionism and the Text Linguistics as theoretical references, this paper tries to investigate the problems related to the construction of anaphoric sequences in narratives produced by children in their formal process of schooling (initial grades). The corpus is composed by fifteen narratives: eight first versions and seven second versions - produced from a storybook made up with illustrations only. The procedure adopted, inspired by the concept of Zone of Proximal Development, by Vigotsky, allowed the construction of a second version of the narratives, which was made possible because the child had to look into the employment of certain expression devices present in the first version (in this case, the resources used to introduce and make reference to the characters, in other words, the devices used in the constitution of anaphoric sequences. The analysis demonstrated that: 1.) the strategy which consists of employing pronouns as reference forms (especially personal and possessive pronouns) seems to be the most troublesonie, in the sense that, when they were used, there was either ambiguity of reference or impossibility to determine the referent; 2.) the interactive situation made it possible the use of language operations, which resulted in expression devices more suitable to the construction of anaphoric sequences. Thus, from the point of view of the text structure, the second versions are undoubtedly superior in terms of quality, since they were produced from the interventions of a more experienced adult; e, 3.) the children tried, by themselves, to find solutions for the problems mentioned above. They made use of the following strategies to characterise / differentiate the characters: a) they named the characters; b) they used adjectives indicating colour or genre(masculine or feminine); c) they added information not present in the first versions / Doutorado / Doutor em Linguística

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfillment of the requirements for the degree of Master of Arts by combination of coursework and research. Johannesburg, 2015 / Achievement rates in higher education in South Africa for black students remain low after 20 years of democracy. Writing academic English according to existing conventions is a complex skill. One aspect of this skill is producing dense, cohesive text. The writing of a group of IsiZulu speakers at Wits is analyzed to find out how Hallidayan (1976) cohesion is operating therein: how does this language group use conjunctions, lexical cohesion, referencing, ellipsis and substitution when writing in English? In addition, it explores whether differences in how IsiZulu and English are structured create problems with cohesion for these undergraduates when writing in English. Furthermore, it aims to uncover if the rhetorical structure of IsiZulu influences the organization and the cohesion of their English texts. From this analysis, it is evident that there are elements of referencing, conjunction use and lexical cohesion which are well developed in their writing. At the same time, evidence of speech-type syntax in the data points to areas where further development is possible. This knowledge has led to suggestions on how academic literacy input could facilitate writing skills development for this language group. The investigation has also established the dominance of English rhetorical organisation in both the English and IsiZulu writing of this cohort. It has also shown that these students experience rhetorical conflict when instructed not to use repetition as a meaning-making strategy in their writing. Both a pragmatic and a critical response to these findings has been provided. The pragmatic response is a set of suggestions on how to develop language skills in the area of cohesion. The critical response is a proposal for an alternative style of academic textual organisation with stronger links to IsiZulu oral rhetoric practices. Key words: Cohesion in IsiZulu, cohesion in English, IsiZulu rhetoric, English rhetoric, academic literacy, transformation in tertiary education

Thesis (M.A. (Translation Studies and Linguistics )) -- University of Limpopo, 2012 / Refer to the document

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references. Also available in print.

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 60-61).

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 60-61). Also available in print.

This paper focuses on investigating how the Hong Kong celebrities achieve cohesion and coherence in their oral interviews and the ideological differences between male and female. In order to explore these celebrities' text structure and cohesive ties, I examine their discourse grammar and the usage of cohesive devices. To further understand how these celebrities achieve coherence, I focus on how they relate their texts to the context and make them meaningful to the listener. With the use of discourse analysis, I also attempt to identify the ideologies these celebrities have by analysing their interviews, and highlight the ideological differences between male and female. This paper discusses the various strategies in which the celebrities employ in order to achieve cohesion and coherence. They make their texts cohesive by adopting different cohesive devices. They have different ways to make their texts coherent. One can examine the meaning of a text by analysing the speech he or she makes. One can also understand his or her ideologies by looking at how he or she structures sentences. 本論文研究香港的名人在他們的采訪中如何做到語義連貫及順暢，並研究男性與女性在采訪中思維方式的差別。本文通過研究名人們的語篇語法和他們如何使用銜接手段來探討他們的語篇結構和句子銜接方法。為了研究香港名人如何做到語義流暢，本文分析這些香港名人如何聯系上下文使聽眾理解他們的意思。本文借助語篇分析，通過研究名人的采訪來明確他們的思維方式，並突出男性與女性思維方式的差別。本研究探討了名人為了實現語義連貫與順暢而使用的多種方法，他們使用不同的銜接手段來實現語義連貫，他們也有不用的方法使語盲流暢、易懂。透過分析壹個人的語篇，可以研究他或她話語的涵義。透過分析壹個人話語中的句子結構，可以去理解他或她的思維方式。

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