This research was done to find out if engineering oral presentations (EOPs) are a genre, if there are systematic differences between EOPs delivered by native speakers (NSs) and non-native speakers (NNSs) of English, if there are systematic differences between EOPs delivered by novices and experts and, if the engineering discourse community (DC) members have beliefs concerning what constitute 'good' EOPs. One engineering seminar and four engineering conferences carried out in Malaysia and the UK between March and September 1994 were participated. From this participant observation exercise, 100 questionnaires were gathered and responses analysed; sixty-eight EOPs delivered by NSs and NNSs were transcribed and analysed using Genre Analysis frameworks. Results from the analysis of EOPs were counterchecked with the responses in the questionnaires. It was found that EOPs did have describable characteristics which qualify them as a genre; There were few differences between EOPs delivered by NSs and NNSs of English because the latter tend to follow the former; There were describable differences between EOPs delivered by experts and novices. The engineering DC members did have their genre expectations but not all of their beliefs concerning what constitute 'good' EOPs were possible to materialise in actual occasions because of certain unavoidable constraints. These constraints were found to be affecting the variants of the genre more than the invariants. These variant-invariant elements were found to be related to the characteristics of exemplars, prototypes, prestige markers and the patterns of imitations of NNSs and novices of the engineering DC members. 'Ecological validity' was pointed out to be one of the ways of achieving the reliability and the validity of the research. Potential teaching implications were also discussed. Unavoidable limitations of the research were pointed out and finally immediate and longer term research projects have been identified.

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Ph.D.) -- University of Western Sydney, 2005. / "A thesis submitted to the School of Humanities and Languages of the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfillment for the requirements of the degree of Doctor of Philosophy, December 2005." Includes bibliographical references and appendices.

Mémoire (M.Ling.)-- Université du Québec à Chicoutimi, 1993. / Document électronique également accessible en format PDF. CaQCU

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

Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006. / Bibliography: p. 372-438.

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

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 144-158). Also available in print.

Published version of: Dissertation--University of Auckland (New Zealand), 2003. / Includes bibliographical references (p. 215-233).

Orientador: Kester Carrara / Banca: Sadao Omote / Banca: Ana Cláudia Moreira Almeida Verdu / Resumo: A literatura ilustra que alguns aspectos da linguagem são essenciais no desenvolvimento e aprendizagem de indivíduos com Transtornos do Espectro Austístico (TEA). Entre tais aspectos destaca-se o uso funcional da linguagem, como principal dificuldade de comunicação nessa população, sendo fundamental sua consideração em contexto acadêmico. Nessa perspectiva, esta pesquisa investigou o perfil comunicativo, com ênfase nos aspectos funcionais da linguagem, de alunos com TEA durante a interação com suas professoras, em salas comuns de instituições públicas. Participaram 14 alunos com TEA, de ambos os sexos, com idades entre três e oito anos, que frequentavam do maternal à 2ª série e suas respectivas professoras. Como parte do procedimento foram realizadas duas filmagens, cada qual com 30 minutos, em situações de sala de aula, que tinham entre seus objetivos promover o desenvolvimento da linguagem oral dos alunos. Para análise das filmagens, foi utilizado o protocolo de pragmática, que verificou a ocorrência de iniciativas de comunicação e o espaço comunicativo ocupado pelos alunos e professoras, as funções e meios comunicativos utilizados pelos alunos. Os resultados evidenciaram que de modo geral as professoras iniciaram mais a comunicação, ocupando maior espaço comunicativo durante a interação do que os alunos. Quanto aos meios comunicativos, todos os alunos utilizaram preferencialmente gestos e apresentaram individualidades referentes à utilização dos meios vocais e verbais. No que se refere às funções comunicativas houve ocorrência significativamente superior das funções menos interativas em relação às funções mais interativas, ou seja, em sua maioria... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The literature illustrates that some language aspects are essential to the development and learning of individuals with Autistic Spectrum Disorders (ASD). Among such aspects they point out the functional usage of language as the mainly difficult of communication in this population, being fundamental its consideration in academic context. From this outlook, this research delved into the communicative profile, with emphasis in the functional aspects of language of students with ASD during the interaction with their teachers, in regular classrooms of public institutions. Fourteen students with ASD, male and female, with ages between theree and eight, which attended from kindengarten to second grade, and their teachers took part in the experiment. As part of the procedure, two films were made, each one with 30 minutes, in classroom situations, which had as goal to promote the development of the students'oral language. To analyze the films, it was used the protocol of pragmatic, which verified the occurence of initiatives of communication and the communicative space taken by the students and teachers, the communicative means and functions used by students. The results showed in general terms the teachers often started the communication, taken more communicative space than their students with ASD during the interaction. Concerning to the communicative means, all the students preferable used gestures and presented individualities in using vocal and verbal means. Concerning the communicative space than... (Complete abstract click electronic access below) / Mestre