Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 89-90). Also available in print.

Thesis (doctoral)--Københavns universitet, 1982. / Summary in English. Includes bibliographical references (v. 1, p. 416-424) and index.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: James W. Pennebaker. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 129-137). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 27, 2007) Includes bibliographical references.

Thèse (Ph. D.)--Université Laval, 2009. / Comprend un résumé en français et en anglais. Bibliogr.: f. [170]-177. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

In communicative and task-based classrooms learners spend much of their time in interactions with one another, and it is through the practices of small-group and pair work that many learners experience language education. The present study aims to shed light on what learners do when engaged in these small-group interactions in Japanese university EFL classrooms. In particular, the study aims to shed light on the relationship between identities, interaction practices and potentials for learning. One of the motivations for doing this project is that, while much research has investigated teacher-student interactions, less attention has been paid to peer interactions in the classroom, and our understandings of learners' interactions with one another are arguably less developed than our understandings of their interactions with the teacher. The findings of this study should be of interest to practicing teachers who wish to gain insights into how learners in small groups organize their classroom practices, as well as researchers investigating classroom interaction. Analysing two groups of 15 participants over one university semester, the approach that I adopted was informed by the methodological framework of Multimodal Interaction Analysis, which combines moment-by-moment analysis of interactions with an ethnographic approach to data collection. The interaction analysis also made use of concepts and tools from Conversation Analysis. This allowed me to come to understandings not only about the structure of classrooms interactions, including turn-taking and repair practices, but also about the learners as social beings. The study found that participants often followed predictable turn-taking practices in small-group interactions, which gave the interactions a fairly 'monologic' character. However, it also found that, over the course of the semester, certain participants began to perform off-task personal conversations in English, which more resembled the sort of conversational talk found outside of the classroom. These conversations provided students with opportunities to negotiate meaning in more dialogic interactions in which they performed a wider range of actions, which also included some use of the L1. I argue that this personal talk can play an important role in the language classroom, and suggest that teachers may need to rethink attitudes to off-task talk and also to learners' use of the L1 in the classroom. This was a localized study of just two groups of learners, and further research would thus be needed to confirm how far we can generalize these findings. Furthermore, more research is needed to investigate whether or not the learning opportunities provided in off-task classroom conversations actually do lead to long-term learning.

The purpose of this study is to examine instances of naturally occurring conversations between twin siblings. This study uses both conversation analysis and semi-structured interviews to investigate communication patterns and practices in everyday twin-to-twin talk. The following research questions guided this study: (1) What pragmatic features of analytic interest are present in twin-to-twin talk? (2) What pragmatic features of analytic interest are present when twins interact with other members of the family system? There were a total of six sets of twin siblings between the ages of 10 and 15 who engaged in participant self-taping and semi-structured interviews. Although it did not have an observable effect on the findings, there were five sets of dizygotic (fraternal) twins and one set of monozygotic (identical) twins. Eight parents were interviewed and four parents participated in the conversations with the twin siblings. Findings suggest that certain communication practices and Phenomena are present in twin siblings' conversations, though not necessarily uniquely. Simultaneous speech is a conversational practice evident in every set of twin siblings' transcripts, serving as a completion to the other's utterance. In the presence of parents, it functions as a competitive move, other-initiated repair, and entertainment. As the twins conversed alone, extension/completion of the other twin's utterance served as a way to verify reported speech. It functions as support, verification, competition, and a way to gain attention when talking in front of a parent. The joint conversational performance act of code-switching was a practice used for entertainment by the twins when conversing alone. It served as a way to prove a point and to entertain as they interacted with a parent. Conversational phenomena included testing, and speaking for one's twin. Twins engaged in testing while conversing alone to show support for their twin. As they engaged in talk with a parent present, it served as competition/support, role confirmation/enactment, and identification/deidentification between the twin siblings. Speaking for one's twin could only occur while the twins were conversing in front of a parent. It functioned as a competitive move, as support, and as a way to gain attention.

This thesis provides an ethnographic investigation into the ways in which the ideology of native-speakerism operated unrecognized under the surface of a Japanese university EFL program. While the program appeared to be free of explicit expressions of native-speakerism, such as discrimination against teachers, the study found that the claims which were used to justify the practices of the program were underlain by implicitly native-speakerist assumptions based on the stereotyping and Othering of Japanese students and the Japanese education system. The study develops the concept of “the ‘native speaker’ frame” as a way of explaining how, even in cases where native-speakerist ideology appears to be absent, the dominant framing of a program may still be influenced by, and in turn may serve to propagate, native-speakerist ideology. The study further shows how the program utilized a particularly strict teaching methodology, which, along with a specific discourse of ‘professionalism’ and a covert program of reinforcement, resulted in the instructors on the program aligning their own psychological frames almost completely with the program. Finally, it highlights how instructors were able to enact ‘frame transformations’ through acts of cultural resistance which led, in some cases, to a challenging of the ‘native speaker’ framing of the program and changes in the practices of the program itself. This study provides a new perspective on debates around native-speakerism, which have recently tended to focus on explicitly discriminatory beliefs and actions. In contrast, this study shows how the ideology of native-speakerism can exist undetected and unrecognized in the framing and structures of ELT programs and professional practice, and suggests that ‘native speaker’ framing may lie at the heart of much, if not all, of the English language teaching profession.

TEIXEIRA, Letícia Adriana Pires. A polidez na conversa de pessoas esquizofrênicas figuratividade, estratégias e faces. 2011. 274f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2011. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-26T12:45:25Z No. of bitstreams: 1 2011_tese_lapteixeira.pdf: 1908264 bytes, checksum: 1f1f1e2a73ed861e5bd56fc7b628f039 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-26T12:54:03Z (GMT) No. of bitstreams: 1 2011_tese_lapteixeira.pdf: 1908264 bytes, checksum: 1f1f1e2a73ed861e5bd56fc7b628f039 (MD5) / Made available in DSpace on 2014-08-26T12:54:03Z (GMT). No. of bitstreams: 1 2011_tese_lapteixeira.pdf: 1908264 bytes, checksum: 1f1f1e2a73ed861e5bd56fc7b628f039 (MD5) Previous issue date: 2011 / Este estudo apresenta uma análise da linguagem de pessoas com esquizofrenia, em surto psicótico, tendo como foco o fenômeno da polidez linguística, a partir da figuratividade. Para tanto, procuramos verificar como os participantes da conversação interagem uns com os outros, fazendo o trabalho com as faces (E.Goffman), e como eles utilizam o fenômeno da linguagem figurada, mais especificamente da metáfora, como estratégia de polidez linguística. Para compreender a linguagem de pessoas com transtornos mentais, analisamos as conversas de pacientes do Hospital Myra Y Lopes nos anos 2009 e 2010, bem como as conversas já transcritas por Brito (2005), Teixeira (2001) e Picardi (1999). Adotamos, como referencial teórico básico, os postulados de Brown; Levinson (1987), Leech (1983) Goffman (1967), Lakoff (1987, 1989, 1993,), Lakoff; Johnson (1980, 1999), Volker (2001) entre outros estudiosos dessa temática. Como resultado da análise, constatamos que os esquizofrênicos usam a figuratividade como estratégia de polidez linguística e, dependendo do nível de gravidade da doença, não são totalmente alienados aos acontecimentos e às significações ideológicas, nem aos eventos sociais e culturais que envolvem o processo conversacional. Detectamos que eles são polidos e que as estratégias e modos de polidez, usados por eles, não são dotados de valor absoluto, apesar de a polidez ser tida como um fenômeno universal.