Natural language is characterised by enormous linguistic variation (e.g., Fetzer (2003)). Such variation is not random, but is determined by a number of contextual factors. These factors encapsulate the socio-cultural conventions of a speech community and dictate the socially acceptable, i.e. polite, use of language. Producing polite language may not always be a trivial task. The ability to assess a situation with respect to a hearer’s social, cultural or emotional needs constitutes a crucial facet of a speaker’s social and linguistic competence. It is surprising then that it is also a facet which, to date, has received very little attention from researchers in the natural language generation community. Linguistic variation occurs in all linguistic sub-domains including the language of education (Person et al., 1995). Thanks to being relatively more constrained (and hence more predictable with respect to its intentional aspects than normal conversations), teachers’ language is taken in this thesis as a starting point for building a formal, computational model of language generation based on the theory of linguistic politeness. To date, the most formalised theory of linguistic politeness is that by Brown and Levinson (1987), in which face constitutes the central notion. With its two dimensions of Autonomy and Approval, face can be used to characterise different linguistic choices available to speakers in a systematic way. In this thesis, the basic idea of face is applied in the analysis of teachers’ corrective responses produced in real one-to-one and classroom dialogues, and it is redefined to suit the educational context. A computational model of selecting corrective responses is developed which demonstrates how the two dimensions of face can be derived from a situation and how they can be used to classify the many linguistic choices available to teachers. The model is fully implemented using a combination of naive Bayesian Networks and Case-Based Reasoning techniques. The evaluation of the model confirms the validity of the model, by demonstrating that politeness-based natural language generation in the context of teachers’ corrective responses can be used to model linguistic variation and that the resulting language is not singnificantly different from that produced by a human in identical situations.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Este trabalho tem como objetivo analisar o agir do professor no ensino de gÃneros textuais e o contexto que o envolve. Para atingir esse objetivo, utilizamos como aporte teÃrico o Interacionismo Sociodiscursivo. (BRONCKART, 1999, 20006, 2008, BRONCKART, MACHADO, 2004) Realizamos uma pesquisa qualitativa, para coleta de dados, fizemos uso de instrumentos da pesquisa etnogrÃfica. O corpus à constituÃdo por dez aulas de lÃngua portuguesa do 6 ano do ensino fundamental de uma escola da rede particular de Fortaleza-CE. As produÃÃes textuais dos alunos corrigidas pelo professor tambÃm fazem parte do corpus de nossa pesquisa, assim como o material didÃtico usado durante essas aulas. AtravÃs da anÃlise dos dados, concluÃmos que as orientaÃÃes do professor para produÃÃo textual sÃo desconsideradas durante o estabelecimento dos critÃrios de correÃÃo do texto. Vimos tambÃm que à negada, aos alunos, a percepÃÃo do carÃter dialÃgico da escrita. Os textos sÃo reduzidos a um objeto de ensino que se confina em si mesmo. As funÃÃes sociais da escrita sÃo desconsideradas, proporcionando a realizaÃÃo de uma atividade artificial e simulada. / The objective of this work is to analyze the teacherâs actions during the Textual Genres teaching and its surrounds. In order to achieve this goal, we used Sociodiscoursive Interactionism as theoretical support. (BRONCKART, 1999, 2006, 2008, BRONCKART, MACHADO, 2004) We did a qualitative research and for data collection we used ethnographic research tools. The corpus is composed of ten Portuguese Language classes on a sixth grade at a private elementary school in Fortaleza-CE. The studentsâ textual productions are also part of this researchâs corpus as well the teaching material used during the lessons. Thereby data analysis, we concluded the teacherâs writing guidelines were disregarded during the establishment of criteria for text correction. We also noticed that itâs denied to students the perception of dialogical nature about writing. The texts were reduced to an education object that confines itself. The social functions of writing were ignored, leading to the realization of an artificial activity and simulated.

Made available in DSpace on 2016-06-02T19:51:34Z (GMT). No. of bitstreams: 1 1618.pdf: 2227127 bytes, checksum: c2a2fba51a9b5e540735c34a9dee2321 (MD5) Previous issue date: 2007-10-05 / Universidade Federal de Sao Carlos / The literature affirms that on the last four decades has been occurring a significant raising on the number of private security companies in all over the world. In Brazil, there are estimations which point that there are 1,148 million people working as agents of private security, and this number can reach the house of 2 million people if considered the informal workers. Besides that, there are not many studies about the worker s activities on private security. This paper analyses the activity of the private security officers. It has been utilized foundation from Work Ergonomic Analysis to understand how the operator manages his workload. This paper provides findings about the perception of the private security officers that the mental workload prevails in the activity and that the main constraints are linked with the work organization, including shift work, control and supervision; and variables of consumer attendance. It is concluded that the Context of Production and Service, based on main aspects of work organization, as: prescriptions, work processes, demands of quality and productivity, has decisive influence upon the behavior of the operator. The Context of Production and Service is important to define the workload. In the activity of the professionals of private security the work is prescribed by the independent contractor and the private security company. This mediation is not a prescription that can be easily followed, but a source of constant conflicts, and then it finishes making source of constant conflicts that hold multiple dimensions and finish producing overload for the vigilant thing. / Nas últimas quatro décadas tem ocorrido um aumento significativo do número de empresas de segurança privada em todo o mundo. No Brasil, há estimativas de que 1,148 milhões de pessoas trabalhem como agentes de segurança privada, sendo que este número pode chegar a cerca de dois milhões se contabilizados os trabalhadores sem registro formal. Além disso, existem poucos estudos sobre a atividade de trabalho dos profissionais da segurança privada. O estudo analisou a atividade de profissionais de segurança privada empresarial, adotando como abordagem metodológica pressupostos da Análise Ergonômica do Trabalho, a fim de compreender os determinantes da carga de trabalho. Diante disso, o estudo verificou uma percepção por parte dos vigilantes de que as exigências mentais prevalecem na atividade de trabalho e que os principais determinantes da carga de trabalho são aqueles relacionados à organização do trabalho, entre eles, trabalho em turnos; controle e fiscalização do desempenho e exigências em relação ao atendimento ao cliente. Verificou-se que o Contexto de Produção e Serviços, composto por aspectos centrais da organização do trabalho, entre eles, as tarefas prescritas, as especificidades técnicas, as exigências da produtividade e de qualidade; influencia o comportamento dos operadores, estabelecendo suas propriedades e lógicas de funcionamento. Diante disso, as características de cada Contexto de produção e serviços têm influência significativa na carga de trabalho dos operadores. Na atividade dos profissionais de segurança privada o trabalho é prescrito pela empresa onde se presta serviços e pela terceirizada. A mediação entre estas duas lógicas, a fim de realizar a atividade, não é uma função prescrita de fácil execução, então acaba se tornando fonte de conflitos permanentes que comportam múltiplas dimensões e acabam gerando sobrecarga para o vigilante.

Le but de ce travail de thèse, qui fait partie du projet ANR ReFlex (n° NT 05-2_41686 Renforcer la flexibilité lexicale et syntaxique dans l’expression orale et écrite des adolescents), est l’étude des capacités linguistiques d’enfants et d’adolescents appartenant à une CSP défavorisée et scolarisés en ZEP dans la région de Lyon. Partant du constat que l’adolescence était une période clef du développement de l’expression orale et écrite en situation monologique (Berman, 2006), nous étudions les productions de trois groupes d’enfants monolingues français (scolarisés en CM2 (âge moyen : 10;9), 5ème (âge moyen : 12;7) et 3ème (âge moyen : 15;2)). Les textes ont été produits dans divers contextes de production : à l’oral et à l’écrit, en exposition et en narration. Nous étudions alors le passage de l’enfant du statut de « native speaker » à celui de « proficient speaker » (Berman, 2004:9, 2008:2). L’enfant, après avoir acquis des unités et des règles linguistiques, doit apprendre lors de l’encodage d’un message à s’adapter aux différents contextes communicationnels, etc. : il doit devenir flexible. Des analyses off line ont été effectuées, et mon travail de thèse se concentre essentiellement sur une thématique spécifique : les syntagmes nominaux dans une perspective syntaxique, développementale et discursive. Notre analyse des syntagmes nominaux est fortement inspirée par l’hypothèse de la Preferred Argument Structure (Du Bois 1987) et examine la cohésion référentielle de textes produits dans différents contextes (oral/écrit ; narratif/expositif). Notre but est ainsi de démontrer : (1) que les choix syntaxiques sont gouvernés par les contraintes communicationnelles et (2) que ces contraintes communicationnelles varient selon la modalité de production (oral ou écrite). / The main aim of this research, which is apart of a large project (the ANR project : ReFlex project, n° NT 05-2_41686 Renforcer la flexibilité lexicale et syntaxique dans l’expression orale et écrite des adolescents), is the study of linguistic capacities in lower-class children attending an educational priority school in the suburbs of Lyon. Much development in the ability to produce a monologue text occurs during childhood and adolescence (Berman, 2006). For this reason, I have studied the productions of three groups of French monolingual children (mean age: 10;9 (CM2), 12;7 (5ème) and 15;2 (3ème)). Each participant produced two text types (expository/narrative) in two modalities (written/spoken). The primary focus is on how children grow from “native speaker” to “proficient speaker” (Berman, 2004:9, 2008:2). After having acquired linguistic forms and rules children must learn to adapt their verbal message to the different communicational contexts, etc.: this requires that children become expressively flexible. Off line analyses were conducted, and my PhD thesis tackles a specific theme: noun phrases in a syntactic, developmental and discursive perspective. Our analysis of noun phrases is inspired by the hypothesis of Preferred Argument Structure (Du Bois 1987) and examines referential cohesion in texts produced in different contexts (spoken/written, expository text/narrative text). Our aim is to demonstrate: (1) that language production is governed by communicative constraints; and (2) that those communicative constraints differ for written and spoken production.

MONTE FILHA, Maria Vieira. O agir do professor no ensino de gêneros textuais em sala de língua materna. 2010. 140 f. Dissertação (Mestrado em Linguística) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2010. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-29T12:28:37Z No. of bitstreams: 1 2010_DIS_MVMONTE FILHA.pdf: 15083949 bytes, checksum: fa928898efd5a812075fab61d91c9c24 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-09-30T16:26:23Z (GMT) No. of bitstreams: 1 2010_DIS_MVMONTE FILHA.pdf: 15083949 bytes, checksum: fa928898efd5a812075fab61d91c9c24 (MD5) / Made available in DSpace on 2013-09-30T16:26:23Z (GMT). No. of bitstreams: 1 2010_DIS_MVMONTE FILHA.pdf: 15083949 bytes, checksum: fa928898efd5a812075fab61d91c9c24 (MD5) Previous issue date: 2010 / The objective of this work is to analyze the teacher’s actions during the Textual Genres teaching and its surrounds. In order to achieve this goal, we used Sociodiscoursive Interactionism as theoretical support. (BRONCKART, 1999, 2006, 2008, BRONCKART, MACHADO, 2004) We did a qualitative research and for data collection we used ethnographic research tools. The corpus is composed of ten Portuguese Language classes on a sixth grade at a private elementary school in Fortaleza-CE. The students’ textual productions are also part of this research’s corpus as well the teaching material used during the lessons. Thereby data analysis, we concluded the teacher’s writing guidelines were disregarded during the establishment of criteria for text correction. We also noticed that it’s denied to students the perception of dialogical nature about writing. The texts were reduced to an education object that confines itself. The social functions of writing were ignored, leading to the realization of an artificial activity and simulated / Este trabalho tem como objetivo analisar o agir do professor no ensino de gêneros textuais e o contexto que o envolve. Para atingir esse objetivo, utilizamos como aporte teórico o Interacionismo Sociodiscursivo. (BRONCKART, 1999, 20006, 2008, BRONCKART, MACHADO, 2004) Realizamos uma pesquisa qualitativa, para coleta de dados, fizemos uso de instrumentos da pesquisa etnográfica. O corpus é constituído por dez aulas de língua portuguesa do 6º ano do ensino fundamental de uma escola da rede particular de Fortaleza-CE. As produções textuais dos alunos corrigidas pelo professor também fazem parte do corpus de nossa pesquisa, assim como o material didático usado durante essas aulas. Através da análise dos dados, concluímos que as orientações do professor para produção textual são desconsideradas durante o estabelecimento dos critérios de correção do texto. Vimos também que é negada, aos alunos, a percepção do caráter dialógico da escrita. Os textos são reduzidos a um objeto de ensino que se confina em si mesmo. As funções sociais da escrita são desconsideradas, proporcionando a realização de uma atividade artificial e simulada