La tesis doctoral que aquí se presenta se podría enmarcar dentro de tres campos lingüísticos: el análisis de género, la retórica contrastiva y el análisis de corpus.El análisis de género (Swales 1981, 1990; Dudley-Evans & Henderson 1990a, 1990b; Henderson & Hewings 1990; Bathia 1993, 2002; Skulstad 1996, 2002; Flowerdew 1994, 2002) es un parte dentro del amplio campo de análisis del discurso (Barber 1962; Halliday, Strevens & McIntosh 1964). En este estudio nos centramos en el estudio de la clase magistral dentro de los denominados géneros académicos en el aula (Fortanet 2004b). La clase magistral es un género hablado y como tal posee ciertas peculiaridades de los géneros hablados en contraposición a los géneros académicos escritos.Nuestro estudio se centra en la comparación y contraste de dos lenguas, el español peninsular y el inglés americano, ya que como corpus se utilizan clases magistrales españolas y norte-americanas y en consecuencia se toman como referencia estudios de retórica contrastiva. En este estudio nos centramos en un aspecto concreto del lenguaje, los marcadores discursivos. Con el análisis de los marcadores discursivos en el lenguaje académico hablado en español e inglés norte-americano pretendemos ver como se usan los marcadores discursivos para favorecer a hablantes nativos y no nativos de español e inglés en el espacio de educación superior.

The aim of this Master´s thesis is the contrastive analysis of discourse markers on a selected type of texts in Spanish and Czech language. The thesis is divided in two parts theoretical and practical part. Firstly, in the theoretical part of the thesis, is introduced the textual linguistic the field which studies discourse markers. For wholeness, are briefly mentioned all of the seven standards of textuality with profound focus on textual coherence. Other part of the thesis aims on terminology of discourse markers (especially on conectores), which is problematic, and various classifications according to Czech and Spanish authors. The last part of the theoretical part is dedicated to attitude markers the main theme of this thesis, their characteristics, functions and examples. The practical part of the thesis is introduced by contrastive analysis of attitude markers carried out on selected sample of texts. Firstly the attitude markers are identified and secondly described and classified. Also is mentioned the absolute and relative frequency and comparison of the contrasts and coincidences in both languages. The thesis is finally summarized in Spanish résumé.

The aim of this Master's thesis is to analyse the means of persuasion in Czech and Spanish texts of political discourse. The thesis is divided into a theoretical part and a practical part. The first chapter of the theoretical part is focused on the pragmatics. The second chapter deals with the discourse and the specific characteristics of political language. In the last chapter of the theoretical part we introduce the term of persuasion and afterwards we describe the linguistic means of persuasion in political discourse. The practical part is focused on the proper research conducted on the basis of the selected sample of Czech and Spanish political texts. The result of this thesis is a comparison of the data obtained from the analysis between the above mentioned languages. The thesis is finally summarized in Spanish résumé.

Ce travail de recherche vise à approfondir les connaissances scientifiques au sujet de la communication politique sur Twitter dans le contexte culturel de plusieurs pays. Notamment, il propose un angle d’analyse novateur à travers la notion de sémiosphère. Cette thèse examine les composants du discours politique sur Twitter, à la lumière de la théorie de Lotman sur la sémiosphère, tout particulièrement, la manière dont ils s’articulent en espace sémiotique cohérent autour d’un « événement », au sein du dispositif sociotechnique. Cette analyse questionne des problématiques qui touchent à la modélisation, la représentation et l’interprétation de « l’événement » à travers les discours actualisés dans leurs contextes culturels. La thèse s’appuie en partie sur l’analyse quantitative, mais plus encore qualitative d’un corpus multilingue (français, britannique, allemand, russe). La recherche se nourrit d’une épistémologie variée, mise au service d’une approche au niveau international, à la fois contrastive et compréhensive, de la communication politique sur Twitter. / This research aims to deepen present-day scientific knowledge about politicians’ communication on Twitter in different national contexts. Namely, it proposes a new angle of analysis through the notion of semiosphere. The PhD examines components of political discourse on Twitter, by means of Lotman’s theory of the semiosphere, particularly their structure as a coherent semiotic space created around an “event” on a digital platform. This analysis deals with the questions of modelling, representing and interpreting of an “event” within the discourses put in different cultural contexts. The PhD is based on the quantitative but especially qualitative analysis of different language-based corpora (French, British, German, Russian). The research mobilises a variety of theoretical approaches, in order to set up a contrastive as well as comprehensive approach to the analysis of political communication on Twitter.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Esta pesquisa tem como objetivo principal investigar como aprendizes brasileiros de língua inglesa usam advérbios com terminação em ly no inglês escrito, e comparar ao uso que deles fazem os falantes de inglês como língua materna. Para tanto, o trabalho encontra suporte teórico e metodológico na Linguística de Corpus e fundamenta-se na área chamada de pesquisa sobre corpora de aprendizes, que se ocupa da coleta e armazenagem de dados linguísticos de sujeitos aprendizes de uma língua estrangeira, para a formação de um corpus que possa ser utilizado para fins descritivos e pedagógicos. Esta área objetiva identificar em que aspectos os aprendizes diferem ou se assemelham aos falantes nativos. Os corpora empregados na pesquisa são o corpus de estudo (Br-ICLE), contendo inglês escrito por brasileiros, compilado de acordo com o projeto ICLE (International Corpus of Learner English) e dois corpora de referência (LOCNESS e BAWE), contendo inglês escrito por falantes de inglês como língua materna. Os resultados indicam que os alunos brasileiros usam, em demasia, as categorias de advérbios que indicam veracidade, realidade e intensidade, em relação ao uso que deles fazem os falantes nativos, além de usarem esses advérbios de forma distinta. Os resultados sugerem que, além das diferenças apresentadas em termos de frequência (seja pelo sobreuso ou subuso dos advérbios), os aprendizes apresentavam combinações errôneas, ou em termos de colocados ou em termos de prosódia semântica. E finalmente a pesquisa revela que a preferência dos aprendizes por advérbios que exprimem veracidade, realidade e intensidade cria a impressão de um discurso muito assertivo. Conclui-se que as diferenças encontradas podem estar ligadas a fatores como o tamanho dos corpora, a influência da língua materna dos aprendizes, a internalização dos elementos linguísticos necessários para a produção de um texto em língua estrangeira, a falta de fluência dos aprendizes e o contexto de sala de aula nas universidades / This research investigates how Brazilian learners of English use adverbs ending in-ly in written English and compares their use to that of speakers of English as a mother tongue. To this end, the work resorts to Corpus Linguistics as both theoretical and methodological support. The research is based on the area called Learner Corpora Research, which deals with the collection, storage and analysis of linguistic data produced by learners of a foreign language, which can then be used for descriptive and teaching purposes. This area aims to identify ways in which learners use of the foreign language is different or similar to that of native speakers. The data used in this research are the corpus of study (Br-ICLE), containing written English produced by Brazilian learners, built according to the ICLE project (International Corpus of Learner English), as well as two reference corpora (Locness and BAWE) containing written English produced by speakers of English as a mother tongue. The results indicate that Brazilian learners overuse the categories of adverbs that indicate truth, reality and intensity in comparison to the use made by native speakers, furthermore they use these adverbs in different ways. The results also suggest that, given the differences in frequency (either by overuse or underuse of adverbs), the learners tend to misuse combinations in terms of collocates or in terms of semantic prosody. And finally, the research reveals that the preference of learners for adverbs expressing truth, reality and intensity creates the impression of very assertive voices. We conclude that these differences may be related to factors such as the size of the corpus, the influence of the learners mother tongue, the internalization of linguistic elements needed to produce a text in a foreign language or even the lack of fluency of the learners and the classroom context in the universities

The aim of this essay was to find out differences and similarities between German and Swedish surnames. The linguistic category name is basically discussed, including an elaboration of terms. The essay includes an historical overview of the development of German and Swedish surnames and an overview of the different types of surnames. It follows a discussion/summary in which differences and similarities are discussed.

A presente tese tem como objetivo estudar as preposições passíveis de interpretação causal em alemão e português, de forma contrastiva, com base no processo de gramaticalização e enfoque sincrônico. Para este estudo foi feito um levantamento das preposições consideradas causais ou com acepção causal na literatura. A seguir, foram recolhidas ocorrências em alemão e português para a composição de um corpus, cujas ocorrências foram testadas para que pudesse ou não ser atestado o caráter causal das preposições, além de ter sido desenvolvido um quadro para mostrar o seu grau de gramaticalização. A fim de explicar como a interpretação causal é conferida às preposições, propôs-se um desmembramento do domínio QUALIDADE proposto por Heine et al. (1991), visto que de acordo com o estudo, a noção de causa advém por meio de relações de contiguidade metonímica não só dos domínios PESSOA, ESPAÇO e TEMPO, mas também dos grupos modo, condição, instrumento, finalidade e tema, noções que provavelmente se encontram no domínio QUALIDADE / This thesis aims to contrastively study prepositions that enable causal interpretation in German and Portuguese, based on the process of Grammaticalization and with a synchronic approach. For this study, a collection of prepositions considered causal or with causal meaning in the literature was made. Thereafter, occurrences in German and Portuguese were collected to compose a corpus. Then, these occurrences have been tested in order to prove or not the possibility of the causal character of the prepositions analyzed. Also, a table has been developed to show the degree of grammaticalization of these prepositions. In order to explain how the causal interpretation is given to prepositions, we propose a breakdown of the domain QUALITY proposed by Heine et al. (1991), since according to the study, the notion of cause comes through the relationships of metonymical contiguity not only from the domains PERSON, SPACE and TIME, but also from the mode, condition, instrument, goal and theme groups, concepts that are likely to be found within the domain QUALITY

This study aims to analyse errors written by Year 9 and examine whether the errors derive from the pupils´ mother tongue (Swedish) or not. 20 essays collected from a school in southern Sweden were examined for this study. The Contrastive Analysis Hypothesis, which states that grammatical errors in L2 English are the result of interference from L1 Swedish, was used as the theoretical basis for this study. Different processes of errors in second language acquisition were then analysed, which are called transfers and generalisation. Four different types of grammatical errors will be described and the errors found in the essays are discussed on the basis of these linguistic errors. In addition, some lexical errors will be accounted for. This study aims to find out whether it is possible to see any connections with the pupils´s errors to Swedish. The results show that some errors can be directly linked to their mother tongue, such as direct translations of prepositions, which were by far the most common type of errors. Some errors are however more likely to be generalisations, where the pupils´ have used their previous knowledge of English syntax, in a new context.

The purpose of the study is to examine how the Spanish students in a 6th grade class of primary school consider contrastive analysis approaches in the acquisition of a third language. This study also makes use of a sociocultural perspective that is in relation with the language acquisition perspective and puts its mark in the study. To support our research, we used the qualitative method, specifically, the semi-structured interview. Five Spanish language students stemming from one school class were interviewed. As a result of the questions presented, we were able to conclude that learning Spanish as a target language has its challenges among the Swedish students. Another aspect that is worth highlighting in the data analysis is the importance of the students’ prior knowledge and its integration into the students’ own consciousness.In order to obtain this objective, it is necessary that the teacher helps the students to discover a connection between the forms and use of the Spanish grammar and that it can be done in an easy and playful way within the group in class and in outdoors environments.

French cleft sentences and their counterparts in Czech and in Spanish The aim of this thesis is to describe the impact of the thematic-rhematic structure to the occurrence of cleft sentences in French language using the theory of functional sentence perspective, also, this thesis searches possible Czech and Spanish equivalents of this structure in literature. In both of these languages exist cleft sentences, however we can also find other ways in how to divide the sentence to the theme and rheme parts, which, also means various ways on how to translate this French structure. Within the theory of functional sentence perspective we will describe the differences between the syntax of these three languages which imply the use of different linguistic resources to connect the language utterance to the context and also to emphasize one constituent of the sentence. One of the aims of this thesis is to find and describe actually used translations of this structure from French language to Czech language and to Spanish language, their variability, frequency depending on the type of text and last but not least, other factors affecting the choice of the translation. The thesis is aiming to connect the findings from theoretical and practical part so we can find out which language resources are possible to be...