Orientador: Ucy Soto / Banca: Maria do Rosário Gregolin / Banca: Denise Martins de Abreu e Lima / Banca: Antônio Suárez Abreu / Banca: Mônica da Silva Cruz / Resumo: Esta tese tem como objetivo analisar o lugar da oralidade nos cursos de licenciatura em Letras a distancia com formação em língua estrangeira, para que sejam investigadas as Concepções de Lingua(gem) e de Ensino que norteiam esse fazer pedagógico, oportunizando o desenvolvimento das habilidades de ouvir e falar em um idioma estrangeiro através das tecnologias de informação e comunicação adotadas na atualidade. Nesta direção, constrói-se, inicialmente, um percurso da evolução da comunicação humana para, posteriormente, a partir da literatura, se compreender o fenômeno da linguagem num nível que extrapola a dicotomia língua/fala até o conceito de discurso. Descreve-se, não só, a historização da língua estrangeira ao longo da evolução das tecnologias que auxiliam ao seu ensino, como também, a sua inserção na condição de disciplina curricular da Educação Brasileira. Apresenta-se ainda um panorama do ensino superior no Brasil, com ênfase nos cursos de Letras, na modalidade de educação a distância, a partir dos dados disponibilizados no site do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), referentes ao ano de 2008. Abordam-se métodos e técnicas de ensino de língua estrangeira por meio de teóricos, ademais trata-se da oralidade como veículo da memória dizível em relação ao ensino de LE. Realiza-se uma investigação com base no levantamento bibliográfico e na pesquisa de campo, o qual resultou em um corpus constituído de enunciados de documentos jurídicos e pedagógicos e respostas a entrevistas e questionários aplicados com coordenadores e tutores de LE a distância, que foram analisados considerando as categorias inerentes à Análise do Discurso como discurso, sujeito e memória à luz dos estudos de Pêcheux (1988,1997 e 1999) e Foucault (1999 e 2008) / Abstract: The aim of this thesis is to analyze the role of orality in distance-education Languages and Literature undergraduate programs, in order to investigate Language and Teaching concepts of education through development of listening and speaking abilities in a foreign language using current communication and information technologies. To this end, we plotted the initial evolution of human communication and later, from literature the understanding of speech phenomenon beyond the dichotomy language/speech and towards the concept of discourse. We describe not only the historicising of the foreign language along the development of teaching technologies, but also the inclusion of foreign language as curriculum subject in Brazilian Education. We also present an overview of higher education in Brazil, with emphasis on Distance Learning Courses in Language and Literature, based on 2008 data from the National Institute of Educational Studies Anísio Teixeira (INEP) website. We discuss theories, methods and techniques of teaching foreign languages. Otherwise, we address orality as a vehicle of speakable memory related to FL teaching. We conducted our investigations with literature reviews and field research. The resulting body of evidence consists of legal and pedagogical documentation and information obtained in questionnaires and interviews with distance learning coordinators and foreign language tutors. The latter were analysed as discourse, subject and memory as per categories of Discourse Analysis by Pêcheux (1988,1997, 1999) and Foucault (1999, 2008) / Doutor

The purpose of this study is to investigate family factors in relation to young Chinese immigrants' code-switching and language maintenance. Specific attention is given to children's code-switching behaviour and how parents respond and the effect of parental response upon children's language choice in any subsequent utterance. Attempts are also made to identify the family factors that might have an effect on making language choice. Data were collected monthly through naturalistic tape-recording of families' conversations for one calendar year. Recordings of every other month were transcribed and coded for analysis. A questionnaire was used with the children's parents to obtain general family background information as well as to compare the parents' language beliefs and their actual language behaviour in real life.Results indicated that within an average of 28.1 months of stay in New Zealand, the use of Mandarin Chinese, their ethnic language, was dramatically reduced. In typical family conversations, the parents were using Mandarin Chinese in only 75.6% of their conversational turns and that figure for the children was 65.1%. If the amount of mother tongue use at home is an indicator, then the speed of shift in these families investigated appears to be relatively fast. Few parents, however, felt that their children were using too much English or ever attempted to stop them doing this, despite the fact that all the parents claimed that they very much wanted their children to maintain the ethnic language and were fully aware of the importance of their role as the main input source of their ethnic language. This seems to suggest that the marketplace value of the mainstream language is overtaking the core value of their ethnic language.Results also showed that parental use of English caused a substantially increased use of English from their children. There tended to be an "upgrading" towards English in the children's language choice suggesting that code-switching could be a temporary stage for the children along the gradual process of language shift. On the other hand, the parents were also found using more English after their children's code-switching. One of the reasons for this might be that the parents want to improve their English and regard their children as an ideal person to practise English with.With regard to daily communication functions, results showed that children often resorted to English for daily speech acts indicating that language function replacement has occurred for many daily communicative functions resulting from a gradually reduced use of the ethnic language.Many family factors were found to be affecting language use in the families: the presence of grandparents and the decision to return to their birth country for residence in the future were clearly correlated with increased use of the ethnic language; the parents' level of English language, on the other hand, was found to be related to the amount of English used, though with exceptions.These results strongly suggest that English is taking over the family domains that used to belong to the ethnic language. Parents who want their children to maintain their ethnic language need to put daily effort into action. Without painstaking daily effort, language shift will and probably is happening no matter how strong their theoretical beliefs might be.

This study analyses the code-switching variety Taglish (Tagalog-English) in personal weblogs written by Filipino bloggers.The main research questions are set forth in chapter one: why do writers of weblogs code-switch in contexts where there is no specific addressee and hence no turn taking, and why is 'this' particular language chosen at 'this' juncture in the weblog narrative?Chapter two gives an overview of relevant code-switching theory and research, and focuses especially on the sociolinguistic dimensions. In particular, the markedness model of Myers-Scotton is reviewed with respect to the notion of code-switching itself as an unmarked choice. This sets the stage for introducing Taglish as a normal and unmarked phenomenon for many Filipinos.Chapter three presents the socio-political and linguistic background in the Philippines. This give a backdrop for a focus on the evolution and status of Taglish.The problems associated with the presentation of self in Computer Mediated Communication (CMC) are examined in Chapter four and then the unique characteristics of weblogs are explored with respect to their purpose and genre.Chapter five looks at the design and methodology employed and emphasises the qualitative nature of the research and the sampling method as purposive. The main corpus of 25 extracts were analysed using frameworks which bring important perspectives to bear on the use of code-switching in the construction and negotiation of identity. These frameworks are: the referee design dimension of Bell's audience design model with its emphasis on initiative style shifts to project different identities; discursive psychology which highlights the use of language to position self and others; and narrative psychology with its stress on people's use of narrative to seek coherence of self and life-experience. These frameworks are combined with Bakhtinian notions of polyphony, dialogism and heteroglossia.Chapter six gives the detailed results of the analysis of seven weblogs which typify the findings of the corpus. Code-switching on these weblogs highlights the creative end of language use. However, it is a creativity tempered by the realities of Bakhtinian heteroglossia. The heteroglossic nature of the code-switching, in seemingly monological texts, is implicated in how the bloggers negotiate and construct social identities by positioning themselves and others in the ongoing narrative flow. In that the code-switching is extremely plentiful in this non-oral environment, it poses a serious challenge to the attempts by some conversational analysts (e.g., Li, 2005) to claim that code-switching can only really be explicated in terms of the systematics of an interaction taking place. The research seeks to stay within the spirit of CA by suggesting that even in a seemingly monologic form, interaction may be reconceived as heteroglossia covertly present in all language and overtly manifest in switching. Thus switching is not merely a product of how speakers attend to the orderly production of conversation, but also a product of how they attend to the inherent heteroglossic nature of language and exploit their linguistic repertoire maximally to make their communication as effective as possible, and to construct and negotiate multiple identities.

In order to raise the standard of teaching and learning translation and interpretation, one of the essential points is to understand the fundamental issues of the theory of translation and interpretation as well as the qualities expected of translators and interpreters. Therefore, this Field Study Report attempts to review some of the literature available on these questions and make a survey of various translator and/or interpreter training courses outside Vietnam. Then, based upon the implications given by these theoretical issues and the findings from the survey of these courses, this Field Study Report tentatively suggests ways to raise the standard of teaching translation and interpretation at the Hanoi College of Foreign Languages. Accordingly, the context of the Vietnamese situation is always kept in view throughout these discussions.

In Vietnam today there is an urgent demand for well-designed tests of listening comprehension. Little attention has been given to this problem. This field study is intended to provide guidance on the design of listening comprehension tests and in particular for intermediate level students at the Hanoi Foreign Language College (HFLC). The Field Study Report consists of six chapters. Chapter One gives a brief introduction which covers the problem, aims, subjects (testees) and the background of the Field Study Report. Chapter Two deals with the purposes of testing in some detail, setting this in the framework of the teaching-testing link, teachers and testing, and students and testing. Test characteristics are considered and the problem of sampling for test content is addressed. Chapter Three concerns test items for listening comprehension. The chapter begins with a short description of listening comprehension and is followed by a survey of theorists on listening comprehension together with the test items for listening that they suggest. Some commonly-used standardised tests and their listening items are discussed. The chapter ends with a checklist of selected listening items suitable for students at HFLC in Vietnam. Chapter Four discusses the designing and trialling of test items for listening comprehension, such as multiple choice, completion of a taped talk, matching pictures with statements etc. The chapter presents the results of the trialling of sample items and also deals with correlations between the sample tests used. Chapter Five deals with test design and development in general. It clarifies the bases for test design and provides a checklist of steps in the development of tests. In addition, the chapter includes a resources inventory for listening test items. Chapter Six presents the conclusions of the Field Study Report.

The ability to communicate orally in a foreign language is fundamental and highly evaluated by both students and teachers. Therefore it is important that educational materials can provide communicative activities that improve this ability. A study of educational materials for young French learners revealed that the activities aimed to practice oral communication in fact were not really communicative. This investigation analyzes three educational materials for beginners in Spanish. The purpose is to see which kinds of activities the materials can offer for practice of oral and interactive communication, to compare them with educational theories and the Swedish curriculum and to detect similarities with the former study. The results show that the majority of the activities used in the materials, are not really communicative, they are mostly based on prepared phrases and there are few possibilities for creativity.

The purpose of this study is to investigate family factors in relation to young Chinese immigrants' code-switching and language maintenance. Specific attention is given to children's code-switching behaviour and how parents respond and the effect of parental response upon children's language choice in any subsequent utterance. Attempts are also made to identify the family factors that might have an effect on making language choice. Data were collected monthly through naturalistic tape-recording of families' conversations for one calendar year. Recordings of every other month were transcribed and coded for analysis. A questionnaire was used with the children's parents to obtain general family background information as well as to compare the parents' language beliefs and their actual language behaviour in real life.Results indicated that within an average of 28.1 months of stay in New Zealand, the use of Mandarin Chinese, their ethnic language, was dramatically reduced. In typical family conversations, the parents were using Mandarin Chinese in only 75.6% of their conversational turns and that figure for the children was 65.1%. If the amount of mother tongue use at home is an indicator, then the speed of shift in these families investigated appears to be relatively fast. Few parents, however, felt that their children were using too much English or ever attempted to stop them doing this, despite the fact that all the parents claimed that they very much wanted their children to maintain the ethnic language and were fully aware of the importance of their role as the main input source of their ethnic language. This seems to suggest that the marketplace value of the mainstream language is overtaking the core value of their ethnic language.Results also showed that parental use of English caused a substantially increased use of English from their children. There tended to be an "upgrading" towards English in the children's language choice suggesting that code-switching could be a temporary stage for the children along the gradual process of language shift. On the other hand, the parents were also found using more English after their children's code-switching. One of the reasons for this might be that the parents want to improve their English and regard their children as an ideal person to practise English with.With regard to daily communication functions, results showed that children often resorted to English for daily speech acts indicating that language function replacement has occurred for many daily communicative functions resulting from a gradually reduced use of the ethnic language.Many family factors were found to be affecting language use in the families: the presence of grandparents and the decision to return to their birth country for residence in the future were clearly correlated with increased use of the ethnic language; the parents' level of English language, on the other hand, was found to be related to the amount of English used, though with exceptions.These results strongly suggest that English is taking over the family domains that used to belong to the ethnic language. Parents who want their children to maintain their ethnic language need to put daily effort into action. Without painstaking daily effort, language shift will and probably is happening no matter how strong their theoretical beliefs might be.

This study analyses the code-switching variety Taglish (Tagalog-English) in personal weblogs written by Filipino bloggers.The main research questions are set forth in chapter one: why do writers of weblogs code-switch in contexts where there is no specific addressee and hence no turn taking, and why is 'this' particular language chosen at 'this' juncture in the weblog narrative?Chapter two gives an overview of relevant code-switching theory and research, and focuses especially on the sociolinguistic dimensions. In particular, the markedness model of Myers-Scotton is reviewed with respect to the notion of code-switching itself as an unmarked choice. This sets the stage for introducing Taglish as a normal and unmarked phenomenon for many Filipinos.Chapter three presents the socio-political and linguistic background in the Philippines. This give a backdrop for a focus on the evolution and status of Taglish.The problems associated with the presentation of self in Computer Mediated Communication (CMC) are examined in Chapter four and then the unique characteristics of weblogs are explored with respect to their purpose and genre.Chapter five looks at the design and methodology employed and emphasises the qualitative nature of the research and the sampling method as purposive. The main corpus of 25 extracts were analysed using frameworks which bring important perspectives to bear on the use of code-switching in the construction and negotiation of identity. These frameworks are: the referee design dimension of Bell's audience design model with its emphasis on initiative style shifts to project different identities; discursive psychology which highlights the use of language to position self and others; and narrative psychology with its stress on people's use of narrative to seek coherence of self and life-experience. These frameworks are combined with Bakhtinian notions of polyphony, dialogism and heteroglossia.Chapter six gives the detailed results of the analysis of seven weblogs which typify the findings of the corpus. Code-switching on these weblogs highlights the creative end of language use. However, it is a creativity tempered by the realities of Bakhtinian heteroglossia. The heteroglossic nature of the code-switching, in seemingly monological texts, is implicated in how the bloggers negotiate and construct social identities by positioning themselves and others in the ongoing narrative flow. In that the code-switching is extremely plentiful in this non-oral environment, it poses a serious challenge to the attempts by some conversational analysts (e.g., Li, 2005) to claim that code-switching can only really be explicated in terms of the systematics of an interaction taking place. The research seeks to stay within the spirit of CA by suggesting that even in a seemingly monologic form, interaction may be reconceived as heteroglossia covertly present in all language and overtly manifest in switching. Thus switching is not merely a product of how speakers attend to the orderly production of conversation, but also a product of how they attend to the inherent heteroglossic nature of language and exploit their linguistic repertoire maximally to make their communication as effective as possible, and to construct and negotiate multiple identities.

Magister Artium - MA / This study examines the foundations of the various methods of identifying legal cause (masālik al-ʿillah). It studies its various theories, spanning the classical and premodern period and investigates its application in contemporary times. The investigation analyses the theories of masālik al-ʿillah while placing the legal cause (ʿillah) contextually within the convention of analogical reasoning (qiyās). The findings of this investigation are then used to study practical applications of identifying legal cause, in a selection of three case constructions of qiyas, under the topic of suicide attacks.

Thesis (MA)--Stellenbosch University, 2013. / The purpose of this paper is to examine the role that multilingualism plays in the identity formation of German-speaking emigrants in South Africa. In the era of globalization society multilingualism has gained greater value, to such an extent that multilingualism can be seen as the norm, whereas monolingualism is the exception. The importance of multilingualism and its effect on an individual‟s social and language identity has been debated by leading German academics such as Esser, Dirim and Krumm. In the South African context multilingualism is part of daily life, therefore it is not questioned how this multicultural world influences the way South Africans see themselves and interact with the world around them. Here the question comes to mind in what way this language-cultural diversity effects the identity formation of emigrants, who speak a language that is not part of the 11 official languages of South Africa. Therefore it is important to determine in what way the language and the social environment influence the development of their individual and social identities as well as determine in what way they contribute to the active integration into the community. With the help of different theories as well as through an empirical study of German immigrants in South Africa this paper will focus on their social and language identity and what effect, if any, multilingualism has on their identity formation. The paper attempts to explain theoretically the connection between language and identity and then through empirical research demonstrate the influence of language on identity and integration.