The paper concentrates on which language means may be included into the annotation of discourse relations in the Prague Dependency Treebank (PDT) and tries to examine the so called alternative lexicalizations of discourse markers (AltLex's) in Czech. The analysis proceeds from the annotated data of PDT and tries to draw a comparison between the Czech AltLex's from PDT and English AltLex's from PDTB (the Penn Discourse Treebank). The paper presents the lexico-syntactic and semantic characterization of the Czech AltLex's and comments on the current stage of their annotation in PDT. In the current version, PDT contains 306 expressions (out of the total 43,955 of sentences) that were labeled by annotators as being an AltLex. However, as the analysis demonstrates, this number is not final. We suppose that it will increase after the further elaboration, as AltLex's are not restricted to a limited set of syntactic classes and some of them exhibit a great degree of variation.

A presente tese de doutorado tem por objetivo (i) Descrever o significado das conjunções causais da língua alemã por meio dos recursos fornecidos pelo Modelo da Dinâmica de Forças no contexto da Gramática Cognitiva; e (ii) explicar a multiplicidade de conjunções causais na língua alema a partir de diferentes arranjos de perspectiva conceitual evocados pelas diferentes conjunções que atendem diferentes necessidades comunicativas dos participantes de uma interação linguística. Para tanto, desenvolve um modelo de análise elaborado a partir dos conceitos teóricos da Gramática Cognitiva (Langacker 1987, 1991, 2008) e do Modelo da Dinâmica de Forças (Talmy 1988) para as conjunções causais da língua alemã contemporânea (da, denn e weil ). A Gramática Cognitiva e a Dinâmica de Forças são abordagens da Linguística Cognitiva para a gramática e compartilham a concepção de que a experiência humana com a realidade fornece o substrato conceitual que molda o significado linguístico. Elas também compartilham a noção de que as interações mediadas por força representam um ponto-chave conceitual para a descrição do significado de classes gramaticais variadas como, por exemplo, verbos modais e causativos, preposições, advérbios e conjunções. A pesquisa aqui apresentada faz um levantamento dos recursos teóricos empregados pela Gramática Cognitiva e elabora a partir de ocorrências extraídas de textos jornalísticos uma descrição do significado das conjunções causais da, denn e weil em que a Dinâmica de Forças figura como base conceitual a partir da qual as chamadas operações de perspectivação conceitual (construal operations) estruturam os conteúdos relevantes para a diferenciação de cada uma das conjunções. Essa diferenciação, segundo sugere este trabalho, está relacionada ao fato de que cada uma das conjunções reside essencialmente no fato de que cada uma acessa a base conceitual (dinâmica de forças) a partir perspectivas diferentes, adequadas a situações comunicativas diversas e visa estabelecer entre falante e ouvinte uma melhor troca de informações acerca daquilo que compartilhando em sua interação linguística. / The present doctoral dissertation aims (i) a description of the meaning of the German causal conjunctions in terms of force-dynamic patterns and construal operations; as well as (ii) an explanation for the multiplicity of causal conjunctions based on the notion that construal can impose different conceptual strutuctures to the same conceptual basis, resultuing in different perspectives over causality, perfiled by the conjunctions of a language. In order to fulfill this purpose, I develop an analisys model based on the theoretical concepts of Cognitive Grammar (Langacker 1987, 1991, 2008) and the Force Dynamics Model (Talmy 1988) for the causal conjunctions of the contemporary German language (da, denn and weil). Cognitive Grammar and Force Dynamics are approaches based on the Cognitive Linguistics framework to grammar and share the view that the human experience of reality provides the conceptual substrate that shapes linguistic meaning. They also share the notion that the conception that force-mediated interactions represent a reference point for describing the meaning of several grammatical classes, such as modal and causative verbs, prepositions, adverbs, and conjunctions. This research uses the theoretical resources used by Cognitive Grammar in order to elaborate a description of the meaning of the causal conjunctions da, denn and weil. It is argued that the conceptual basis of these conjunctions consists of a force-dynamic pattern accessed by the so-called construal operations. The construal operations structure the content of the conceptual basis in different ways. It is argued in the the present research that different conceptual structures imposed by construal can be related to the multiplicity of causal conjunctions in contemporary German. Thus, da, denn and weil serve to the conceptualization of diverse communicative situations in which the speaker attempts to convey specific causal information to the listener about the objective scene they are conceptualizing in the linguistic interaction.

Magdaléna Rysová Discourse Connectives in Czech (From Centre to Periphery) Abstract The thesis focuses on description and analysis of discourse connectives in Czech in broader sense, i.e. by which language means it is possible to express sense relation within a text. The thesis is not limited to any parts of speech (like conjunctions or structuring particles) but it tries to find and describe all language means in Czech with the ability to connect two pieces or units of a text into one coherent complex. The thesis investigates discourse connectives in Czech with respect to the so called secondary connectives (i.e. mainly multiword phrases like to je důvod, proč - that is the reason why; kvůli těmto skutečnostem - due to these facts etc., in opposition to primary connectives like však - however, nebo - or, a - and, ale - but, proto - therefore etc.). Discourse connectives are (in general terms) understood as language expressions that signal semantico-pragmatic relations within a text. However, there are many theories that significantly differ in the concrete description of these expressions. Therefore, there is not a generally accepted and universal definition of discourse connectives and their description and characteristics is still a matter of linguistic discussion. The aim of this thesis is to contribute...

Submitted by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-03-20T14:27:45Z No. of bitstreams: 1 dissertação_luana_cunha.pdf: 2316534 bytes, checksum: 715c021e14eb1f211fff229b90a80ba1 (MD5) / Made available in DSpace on 2017-03-20T14:27:45Z (GMT). No. of bitstreams: 1 dissertação_luana_cunha.pdf: 2316534 bytes, checksum: 715c021e14eb1f211fff229b90a80ba1 (MD5) / Com base nas recentes teses da Historiografia da Linguística, apresentamos, neste trabalho a descrição dos conectivos em cinco gramáticas da denominada “Geração NGB”. Para o desenvolvimento da presente pesquisa, elegeram- se as seguintes obras: Gramática normativa da língua portuguesa (1960[1957]), de Carlos Henrique da Rocha Lima, Moderna gramática portuguesa (1964[1961]), de Evanildo Bechara, Pequena gramática: para explicação da nova nomenclatura gramatical (1960 [1959]), de Adriano da Gama Kury, Gramática do português contemporâneo (1971[1969]), de Celso Cunha e Gramática fundamental da língua portuguesa (1970[1968]), de Gladstone Chaves de Melo. A escolha dos autores mencionados justifica-se por tratar-se de gramáticos consagrados que deixaram um legado de pesquisa em nossa língua e lograram obter grande aceitação de suas obras no âmbito do ensino básico da língua vernácula. Tivemos a intenção de, ao examinar essas obras, averiguar o modo como esses conectivos são descritos pelos autores, com o propósito de justificar as abordagens, considerando as influências dos estudos linguísticos da época em que foram escritas. Os resultados apontam que estes gramáticos descreveram os conectivos da língua portuguesa pautados em uma uniformidade teórica, assinalando, assim, a existência de harmonia entre as gramáticas da “Geração NGB” quanto à descrição dos conectivos. / Based on the latest theses on Historiography of Linguistics, in this paper, we offer a description on connectives from five different grammar books in the so-called “NGB Generation". To develop this research, the following works have been selected: Gramática normativa da língua portuguesa (1960[1957, by Carlos Henrique da Rocha Lima, Moderna gramática portuguesa (1964[1961]), by Evanildo Bechara, Pequena gramática: para explicação da nova nomenclatura gramatical (1960 [1959]), by Adriano da Gama Kury, Gramática do português contemporâneo (1971[1969]), by Celso Cunha and Gramática fundamental da língua portuguesa (1970[1968]), by Gladstone Chaves de Melo. The above mentioned authors have been chosen on the grounds that they are renowned grammarians, who have left a research legacy for our language and whose works have received wide recognition in terms of basic language education. When examining such works, our purpose has been to identify how these connectives are described by the authors, with aims to explain their approaches, by taking into account any influences from other linguistic studies at the time they were written. Our results indicate that these grammarians described Portuguese connectives guided by a theoretical uniformity, thus evidencing the balance existing among the NGB Generation grammar books as regards the description of connectives.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Errors by ESL writers involving connectives show a need for changes in the current teaching approach of composition teachers, an approach which reflects a lack of attention to the discourse function of connectives on the part of linguists and rhetoricians. More recent studies in text and functional grammars reveal that factors other than syntax control conjunctive use. These include pragmatic differences between spoken and written language, the role of semantics in defining dependency, and discourse functions of connectives. Conjunction is seen as part of a continuum of semantic dependency that is manifested as degrees of syntactic complexity. Teaching methods should take into account semantic and pragmatic factors and encourage learning of connectives through activities such as revision of student writing for content as well as mechanics.

Le présent travail part d'un concept heuristique, le « travail de l'altérité », pour élucider un faisceau de propriétés syntaxiques et fonctionnelles des mots du discours en allemand. Nous posons l'idée d'une coexistence entre points de vue différents à l'intérieur d'un même énoncé, et distinguons trois types de prise en compte de cette altérité constitutive. Un énoncé peut être pris comme une expression partielle et partiale de ce qu'il y aurait à dire, et coexister avec d'autres points de vue sur un mode cumulatif. C'est le domaine d'intervention d'une classe d'adverbiaux que nous qualifions de perspectivaux et que l'on peut identifier par un ensemble de propriétés distributionnelles précises. L'énoncé peut être construit par contrepied vis-à-vis d'autres énoncés possibles, correspondant à des solutions préconstruites (phénomènes de focalisation). On distingue alors les adverbiaux paradigmatisants, classe fonctionnelle associée à des propriétés sémantico-syntaxiques précises, de l'ensemble plus vaste des adverbiaux sensibles au focus, mais aussi des adverbes spécialisés dans l'expression du parcours sur une classe d'arguments. Ceux-ci accèdent à la fonction d'adverbial paradigmatisant, mais peuvent apparaître dans d'autres fonctions. Enfin, la gestion de la pluralité des points de vue peut correspondre à la coexistence d'avis divergents sur la validité du contenu. Ce mode d'altérité est géré en allemand par les particules modales, classe strictement fonctionnelle dont l'analyse débouche sur une reconsidération des types d'énoncés, conçus comme des configurations d'indices locutoires, dans une perspective austinienne. / This study deals with three groups of discourse markers in German: (i) disjuncts and attitudinal adverbials (henceforth "perspectival adverbials"), (ii) focus particles ("paradigm-scanning adverbials") and (iii) modal particles. The starting point of the analysis is the heuristic notion of "Otherness at work", i.e. the constitutive role of coexisting heterogeneous viewpoints: the three groups of discourse markers, each of which has the status of a functional class with recurring distributional properties, correspond to three modes of Otherness. First, an utterance can be seen as expressing a biased and selective perspective on "What there is". It thus coexists with other, possible yet dispreferred perspectives. Modal adverbials, argumentative disjuncts and metalinguistic markers are various subtypes of these perspectival adverbials. Further, the utterance (or a constituent thereof) can be located into a set of conflicting alternatives thanks to various focussing strategies. It is necessary to distinguish between focus-sensitive adverbials as a whole, the functional class of paradigm-scanning adverbials, and the lexical set of contrastive adverbs that can access the aforementioned function. The traditional class of "focus particle" is thus deconstructed along three different, non-parallel levels. Finally, constitutive otherness can stand for conflicting or mixed views about the validity of the propositional content. This kind of Otherness, which can (but needs not) correspond to modal intersubjectivisation, is the semantic domain of modal particles, which are analyzed here in their interaction with sentence mood.

Made available in DSpace on 2016-04-27T16:58:50Z (GMT). No. of bitstreams: 1 RAIMUNDO DE SOUZA MARTINS NETO.pdf: 2924133 bytes, checksum: bd86d8e26a6a645a20f5228daea2e5f9 (MD5) Previous issue date: 2008-12-16 / Secretaria da Educação do Estado de São Paulo / This work has the purpose of establishing how far it is possible to develop the high school students skills concerning the power and the ability of using the rules of classical logic through activities that mobilize thoughts, using the logical connective: negation, conjunction, disjunction, implication, biconditional and quantitative. The logical reasoning, regarding the origin, use and development, are analyzed and interpreted in the light of the theoreticians Piaget and Vygotsky. The activities were prepared based and on adapted the structure offered by the applet, and applied to students from the second year of high school, during seven meetings. The development, the implementation and analysis met the methodology of teaching engineering, making, firstly, a prior analysis, implementation and, also, a subsequent analysis. The application and the subsequent analysis confirmed our predictions indicating difficulty student s with the use of logical connective, however they showed that the activities have promoted an imbalance between what student has knowledge these of connectives and how he uses them in context and in the classic logic context. It shows that is possible to work classic logic in the high school level / Este trabalho tem por objetivo estabelecer em que medida é possível desenvolver em alunos do ensino médio o domínio e a habilidade na utilização de regras da lógica clássica através de atividades que mobilizem raciocínios utilizando-se dos conectivos lógicos: negação, conjunção, disjunção, implicação, bicondicional e quantificadores. Os raciocínios lógicos, em relação à origem, uso e desenvolvimento, são analisados e interpretados à luz dos teóricos Piaget e Vigotsky. As atividades foram elaboradas e adaptadas de uma estrutura oferecida por um applet, aplicadas em alunos do 2º ano do ensino médio, totalizando sete encontros. O desenvolvimento, aplicação e análise das atividades respeitaram a metodologia da engenharia didática, fazendo-se análise a priori, aplicação e análise a posteriori. A aplicação e análises a posteriori confirmaram nossas previsões, indicando dificuldades dos alunos quanto ao uso dos conectivos lógicos, porém mostrou que as atividades promoveram um desequilíbrio entre o que o aluno sabe sobre estes conectivos e como ele os utiliza no contexto comum e no contexto da lógica clássica. O que valida também nosso trabalho é a possibilidade de se trabalhar lógica clássica no ensino médio

Made available in DSpace on 2016-04-27T16:58:50Z (GMT). No. of bitstreams: 1 RAIMUNDO DE SOUZA MARTINS NETO.pdf: 2924133 bytes, checksum: bd86d8e26a6a645a20f5228daea2e5f9 (MD5) Previous issue date: 2008-12-16 / Secretaria da Educação do Estado de São Paulo / This work has the purpose of establishing how far it is possible to develop the high school students skills concerning the power and the ability of using the rules of classical logic through activities that mobilize thoughts, using the logical connective: negation, conjunction, disjunction, implication, biconditional and quantitative. The logical reasoning, regarding the origin, use and development, are analyzed and interpreted in the light of the theoreticians Piaget and Vygotsky. The activities were prepared based and on adapted the structure offered by the applet, and applied to students from the second year of high school, during seven meetings. The development, the implementation and analysis met the methodology of teaching engineering, making, firstly, a prior analysis, implementation and, also, a subsequent analysis. The application and the subsequent analysis confirmed our predictions indicating difficulty student s with the use of logical connective, however they showed that the activities have promoted an imbalance between what student has knowledge these of connectives and how he uses them in context and in the classic logic context. It shows that is possible to work classic logic in the high school level / Este trabalho tem por objetivo estabelecer em que medida é possível desenvolver em alunos do ensino médio o domínio e a habilidade na utilização de regras da lógica clássica através de atividades que mobilizem raciocínios utilizando-se dos conectivos lógicos: negação, conjunção, disjunção, implicação, bicondicional e quantificadores. Os raciocínios lógicos, em relação à origem, uso e desenvolvimento, são analisados e interpretados à luz dos teóricos Piaget e Vigotsky. As atividades foram elaboradas e adaptadas de uma estrutura oferecida por um applet, aplicadas em alunos do 2º ano do ensino médio, totalizando sete encontros. O desenvolvimento, aplicação e análise das atividades respeitaram a metodologia da engenharia didática, fazendo-se análise a priori, aplicação e análise a posteriori. A aplicação e análises a posteriori confirmaram nossas previsões, indicando dificuldades dos alunos quanto ao uso dos conectivos lógicos, porém mostrou que as atividades promoveram um desequilíbrio entre o que o aluno sabe sobre estes conectivos e como ele os utiliza no contexto comum e no contexto da lógica clássica. O que valida também nosso trabalho é a possibilidade de se trabalhar lógica clássica no ensino médio

Cette thèse de doctorat porte sur une lecture de l'expression de la cohérence discursive à partir des usages des anaphores et des connecteurs par les collégiens et les lycéens du Congo. Comment ces outils linguistiques manifestent-ils la cohésion textuelle? Pour apprécier la façon dont certains marqueurs de cohésion organisent la cohérence discursive, une réponse contextualisée et dynamique est apportée en trois parties. Ainsi dans la première partie, une présentation des théories, du contexte et de la méthodologie est faite. Trois chapitres organisent la réflexion à ce niveau. Le premier chapitre porte essentiellement sur les notions de cohérence et de cohésion lues à travers plusieurs opinions critiques. Le deuxième chapitre est consacré aux données du contexte scolaire dans lequel les apprenants évoluent. Les programmes scolaires, les manuels, les cahiers... révèlent les types d'enseignements reçus par les élèves. Le troisième chapitre présente la méthodologie de notre recherche. Plusieurs opérations sont identifiées à ce niveau. La deuxième partie porte sur "les approches anaphoriques". dans le chapitre 4, une lecture des anaphores pronominales et menée. Dans le chapitre 5, ce sont les anaphores lexicales qui sont étudiées. A partir des de la théorisation de Jean Michel Adam (2008), Georges Kleiber (1994), les usages des anaphores fidèles, infidèles, hypéronymiques, résomptives et associatives sont décrits et commentés. La troisième partie s'intéresse à l'usage des connecteurs par les apprenants. Deux chapitres permettent d'aborder les phénomènes saillants. Le chapitre 6 aborde les marqueurs d'énumération et de conclusion. Dans le chapitre 7, le réflexion porte sur les connecteurs de justification et d'opposition. ces deux types de connecteurs sont très employés dans les copies des apprenants congolais. / This doctoral thesis deals with an examination of the expression of discusivecoherence from the uses of anaphors and connectives by secondary and high school chidren in Congo. How do these linguistic tools exhibit textual cohesion? To make sense of the way in which certain cohesive markers organize the discursve cohernce, a contextualized and dynamic answer is provid in three parts. In forst party, the presentation of theories, context and methodogy is made. At this level the argument centres on three chapters. The first chapter focuses on the data from type of instruction that the pupils have receved. The third chapter presents our research methodology. Several operations are identified at this level. The second party concentrates on the "anaphoric appraoches". In chapter four, an examination of pronominal anaphors is carried out. In the fifth chapter, lexical anaphors are studied. In the light of Jean Michel Adam's (2008), Georges Kleiber's theories (1994), the uses of faithful, unfaithful, hyperononic, resomption and associatives by the learners. We devote two shapters here to takle the premiment pnenomina. Chapter six deals with enumerationand conclusion markers. In chapter seven, the argument centers on the justication and opposition connectives. These two types of connective are widely used in the congolese learners' papers.