Orientador: Celso Fernando Rocha / Banca: Camila Hofling / Banca: Regiani Aparecida Santos Zacarias / Resumo: A educação é tema comum e presente em toda sociedade, relaciona-se a diversos momentos da vida cotidiana individual e coletiva e está presente em muitas das informações divulgadas diariamente em textos jornalísticos e na mídia em geral. Dessa forma, aliados ao arcabouço teórico-metodológico da Linguística de Corpus (BERBER SARDINHA, 2000, 2004; TOGNINI-BONELLI, 2001, BIBER, 1998, SINCLAIR, 1991, 1996; BEVILACQUA, 2013), a alguns princípios da Terminologia e Terminografia (AUBERT, 1998; BARROS, 2004; KRIEGER & FINATTO, 2004, BARBOSA, 1999) e pressupostos da Lexicologia e Lexicografia (BIDERMAN, 1987, 1996, 1998, 2001; WELKER, 2004) temos como objetivos gerais: 1) identificar os termos com maior chavicidade na área de educação em língua portuguesa e língua inglesa a partir de corpora de artigos jornalísticos retirados de quatro jornais, sendo dois brasileiros (O Globo e O Estadão) e dois norte-americanos (The New York Times e Los Angeles Times) e 2) Estabelecer a relação de correspondência léxico-semântica português-inglês dos termos estatisticamente significativos. Na primeira etapa da pesquisa, identificamos as palavras mais frequentes para compor uma lista de termos em língua portuguesa (LP) e língua inglesa (LI). Para tanto, utilizamos quatro corpora comparáveis, compilados a partir dos jornais O Estadão, O Globo, The New York Times e Los Angeles Times. Cada corpus é composto de cem artigos publicados no período de junho a agosto de 2017, nas versões online dos jornais. Por... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Education is a usual topic and it is present in every society. It is related to several daily routine's moments, in the individual or collective life, and it is in the information published daily in news articles and in the media in general. So, together with the theoretical-methodological framework of Corpus Linguistics (BERBER SARDINHA, 2000, 2004, TOGNINI-BONELLI, 2001, BIBER, 1998, SINCLAIR, BEVILACQUA, 2013), some principles of Terminology and Terminography (AUBERT, 1998; BARROS, 2004; KRIEGER & FINATTO, 2004, BARBOSA, 1999) and assumptions of Lexicology and Lexicography (BIDERMAN, 1987, 1996, 1998, 2001; WELKER, 2004), we aim to: 1) to find out the most frequent words from education taken from news articles, written in Portuguese and English. The articles are from two Brazilian newspapers (O Globo and O Estadão) and two north-American newspapers (The New York Times and Los Angeles Times); 2) to establish the Portuguese-English lexical-semantic correspondence of the terms statistically meaningful. In the first step, we identify the most frequent words to make a list with Portuguese terms and English terms. We used four comparable corpora from O Estadão, O Globo, The New York Times and Los Angeles Times. Each corpus has a hundred articles published from June to August of 2017. Using the Corpus Linguistics tools, we selected 41 Portuguese nouns. On the second step, we aim to analyze the interlanguage correspondence; we studied cultural issues related to the educational sys... (Complete abstract click electronic access below) / Mestre

University of Macau / Faculty of Arts and Humanities. / Department of English

No description available.

Thesis (Ed.D.)--University of Central Florida, 2008. / Reproduction of unpublish thesis typescript. Advisers: Stephen Sivo, Keith Folse. Also available as a PDF on the World Wide Web. Includes bibliographical references (p. 172-182).

Lexical bundles (fixed sequences of three to four words) have been described as building blocks of discourse, both written and spoken (Biber & Barbieri, 2007), and as a useful mechanical device for creating writing that is suited for its academic field (Hyland, 2008). Having noticed that the academic theses of my students at Longdong University in Qingyang, China seemed very different from professional writing in their fields, I created a thesis project that addressed the question of how professionals in their fields were using bundles and how the learners' use of these bundles in terms of frequency, structure, and function varied from the professionals' use. In order to answer this question, I compiled four corpora of writing in literature and applied linguistics, representing professional and learner writing in each field. I used concordancing software in order to identify four-word lexical bundles that occurred at least 20 times per 100,000 words and over a range of four texts. I then did a three-part analysis which looked at frequency, structure, and function of these bundles. The results of the study reveal that professionals in applied linguistics and literature use bundles with different frequency, display different choices of lexical items to fill structural bundles, and use functional bundles differently. These differences seem to reflect the rhetorical needs of each discipline. Further, the learners in each field displayed differences in their use of bundles as compared to the professionals' use. Learners in applied linguistics used more types and tokens of bundles overall, while learners in literature used fewer. Both groups of learners relied more on repetitive use of certain bundles than did the professionals. Implications of this study are discussed for teaching and curriculum development. The findings can be applied to teaching through creating awareness-raising and guided practice opportunities for the students to see how bundles are used in professional writing and to help them apply this understanding to their own writing.

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on February 1, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Julie A. Belz, Ulla M. Connor, Thomas A. Upton. Includes vitae. Includes bibliographical references (leaves 65-67).

published_or_final_version / Linguistics / Master / Master of Arts

Thesis (M.A.) - Carleton University, 2008. / Includes bibliographical references (p. 144-150). Also available in electronic format on the Internet.

International Economic Law (IEL), a sub-discipline of International Law, is concerned with the regulation of international economic relations and the behaviours of States, international organisations, and firms operating in the international arena. Due to the increase in commercial intercourse, translation of International Economic Law has become an important factor in promoting cross-cultural communication. The translation of IEL is not purely a technical exercise that simply involves the linguistic translations from one language to another but rather a social and cultural act. This research sets out to examine the translation of terminology used in International Economic Law (IEL) – drawing on data from a bespoke self-built Parallel Corpus of International Economic Law (PCIEL) using a corpus-based, systematic micro-level framework – to analyse the subject matter and to discuss the feasibility of translating these legal terms at the word level, and the sentence and discourse level, with a particular focus on the impact of cultural influences. The study presents the findings from the Chinese translator’s perspective regarding International Economic Law from English/Chinese into Chinese/English with a focus on the areas of law, economics, and culture. The contribution made by a corpus-based approach applied to the interdisciplinary subject of IEL is explored. In particular, this establishes a link between linguistic and non-linguistic study in translating legal texts, especially IEL. The corpus data are organized in different semantic fields and the translation analysis covers lexical, sentential and cultural perspectives. This research demonstrates that not only linguistic factors, but, also, cultural factors make clear contributions to the translation of terminology in PCIEL.

This dissertation explores the underrepresentation of racially minoritized students in elite academic spaces by considering the New York City Specialized High Schools and the controversies surrounding their exam-based enrollment process. It does so by examining the arguments marshalled both for and against the use of the SHSAT entrance exam in order to better understand the role of public discourse in maintaining educational systems implicated in the reproduction of racial inequities. Using a large-scale dataset of social media posts, this study employs a multi-tiered, mixed-methods approach to critical discourse analysis to investigate the linguistic and rhetorical contours of these debates, including the extent to which they rely on racially charged narratives around intelligence, ability, and merit. This methodological strategy incorporates topic modeling, corpus linguistics, and lexical analysis to navigate the breadth and complexity of the SHSAT discourse, while also providing insight into the way that emerging forms of participatory engagement, like social media, are transforming the landscape of equity-oriented education reform. This study finds that race is a central preoccupation of stakeholders on either side of the SHSAT debate, and that patterns of racialized discourse align closely to the articulation of specific policy objectives. The findings of this analysis also suggest that while social media has the potential to expand discursive access and foster dialogue, it can also amplify existing ideological divides and further polarize policy debates. The dualities of social media thus highlight the need for policymakers, researchers, and media consumers alike to critically evaluate the ways that these digital platforms are used to engage with policy and public discourse, as well as the equity implications of their evolving relationship.