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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The cohesive behaviour of central coordinators in english

Contreras Armijo, Jos? Miguel, Gonz?lez Villagra, Fabian Andr?s, Hewstone D?az, Mar?a Loreto, Madrid L?pez, Violeta Susana January 2013 (has links)
Informe de seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa / It is agreed that in order for a stretch of language to constitute a text, it has to form a unified whole (see, for example, Halliday and Hasan, 1976, de Beaugrande and Dressler, 1981, Martins, 1992). Language cannot be seen as mere units in isolation. The components of language, whether grammatical,semantic or pragmatic, have to be interrelated and, in actual language use, they always are. It is at this level that the concept of cohesion becomes of paramount importance because it is a supra-sentential phenomenon (Corval?n and Zenteno, 2009). By supra-sentential, we mean that it is a phenomenon whose boundaries go beyond the sentence and which is related to the meaning conveyed by linguistic units used in combination.
2

Semantic and syntactic issues on aspectual post-verbal particles

Endres, L?via Bisch 04 January 2013 (has links)
Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-07-14T11:15:55Z No. of bitstreams: 1 472158 - Texto Completo.pdf: 751305 bytes, checksum: ffdde5def01a98e514b77df168284466 (MD5) / Made available in DSpace on 2015-07-14T11:15:55Z (GMT). No. of bitstreams: 1 472158 - Texto Completo.pdf: 751305 bytes, checksum: ffdde5def01a98e514b77df168284466 (MD5) Previous issue date: 2013-01-04 / This paper seeks to shed some light on a few semantic and syntactic issues concerning aspectual post-verbal particles. Besides having directional meanings or forming idiomatic combinations, the particles associated with verbs in the structures known as particle verbs, phrasal verbs, or verb-particle constructions, can also convey aspectual meanings, namely, continuative aspect, a new subcategory of imperfective aspect proposed by Brinton (2009), and telicity, a notion pertaining to accomplishments, one of the kinds of situations proposed by Vendler (1957). Continuative aspect portrays a situation as continuing in time instead of ending; the post-verbal particles which can add continuativity to the situation they are inserted in are on, along, and away. Telicity is a feature that situations have if they have a definite, intrinsic endpoint; the particles which can add a telos to situations are up, down, out, off, through, over, and away. These aspectual notions might be accompanied by some other related meaning, which arises upon the combination of verb and particle. On the telic group, up is the particle which has the purest telic meaning; its correspondent in the continuative group is on. In addition, if we apply the notion of productivity in the sense of Jackendoff (2002) to them, we can conclude that telic up and continuative on and away are productive, in that their combination with verbs can be built online, and the outputs need not be listed in the lexicon.The remaining particles in both groups are, in turn, semiproductive; this means that, even though there is some regularity in their combination with verbs, those cannot be built online and need to be individually listed in the lexicon. These structures also pose a challenge to syntax; not only aspectual, but all particle verbs have syntactic characteristics, such as particle shift, which are difficult to explain in syntactic theory. The two most commonly adopted attempts are the complex head and the small clause analyses, but neither of them is sufficient to explain all the peculiarities in the syntactic behavior of verb-particle constructions. Jackendoff (2002) proposes that, if binary branching were dropped, it would be possible to propose a theory in which the relations that the particle has with the verb and with the DP complement did not have precedence over one another, which seems to be the main reason behind the difficulty in describing the syntactic structure of particle verbs. Furthermore, a few particularities in the syntactic influence of some aspectual particles on the verbs raise even more questions on the syntax of verb-particle constructions. / Este trabalho pretende esclarecer algumas quest?es sem?nticas e sint?ticas sobre part?culas p?s-verbais aspectuais. Al?m de apresentar significados direcionais ou idiom?ticos, as part?culas associadas a verbos nas estruturas chamadas particle verbs, phrasal verbs ou verb-particle constructions tamb?m podem ter sentidos aspectuais; s?o eles continuatividade, uma subdivis?o do imperfectivo proposta por Brinton (2009), e telicidade, uma no??o dos accomplishments, uma das categorias de Vendler (1957). O aspecto continuativo demonstra a situa??o continuando no tempo em vez de terminar; as part?culas que podem adicionar continuatividade ?s situa??es s?o on, along e away. Telicidade ? uma caracter?stica das situa??es que possuem um ponto final intr?nseco; as part?culas que podem dar um telos ?s situa??es s?o up, down, out, off, through, over e away. Estas no??es podem vir acompanhadas de algum outro significado relacionado na combina??o entre verbo e part?cula. No grupo t?lico, up ? a part?cula que possui o significado mais puro de telicidade; sua correspondente no grupo continuativo ? on. Al?m disso, se aplicarmos a no??o de produtividade de Jackendoff (2002), concluiremos que up, e tamb?m as continuativas on e away, s?o produtivas, pois as combina??es entre elas e os verbos podem ser constru?das no momento da fala, sem necessidade de serem listadas no l?xico.O restante das part?culas nos dois grupos s?o, por sua vez, semiprodutivas; isso significa que, embora haja certa regularidade nas combina??es com os verbos, estas n?o podem ser constru?das no momento da fala e precisam ser listadas individualmente no l?xico. Estas estruturas ainda representam um desafio para a sintaxe; n?o apenas os particle verbs aspectuais, mas todos eles, possuem caracter?sticas, como o particle shift, que s?o dif?ceis de explicar na teoria sint?tica. As duas tentativas mais adotadas s?o as chamadas complex head e small clause analyses, por?m, nenhuma das duas ? suficiente para explicar todas as peculiaridades do comportamento sint?tico das verb-particle constructions. Jackendoff (2002) prop?e que, se a ramifica??o bin?ria fosse descartada, seria poss?vel propor uma teoria em que as rela??es da part?cula com o verbo e com o complemento DP n?o tivessem preced?ncia uma sobre a outra, o que parece ser a principal raz?o por tr?s da dificuldade em descrever a estrutura sint?tica dos particle verbs. Ademais, algumas particularidades na influ?ncia sint?tica de algumas part?culas aspectuais nos verbos levantam ainda mais perguntas a respeito da sintaxe de verb-particle constructions.
3

Dative alternation : a syntacic and semantic phenomenon

Fritsch, Fernanda Serpa 02 August 2014 (has links)
Made available in DSpace on 2015-04-14T13:39:14Z (GMT). No. of bitstreams: 1 460301.pdf: 1310864 bytes, checksum: 7ff1782ee7d206c7c44bca6563cc815f (MD5) Previous issue date: 2014-08-02 / Among studies of verb transitivity, the study of ditransitive verbs can be found. These verbs are those which have two internal arguments, a fact which has raised a number of questions and challenges concerning their syntactic structure. One of these challenges is related to a variation in structure known as Dative Alternation. Such an alternation seems to be restricted only to some languages; it occurs in English, but apparently cannot be found in Romance languages of which Portuguese is an example. There is, however, a change in meaning caused by the alternation in the languages where it can be found; in English, for instance, the structure known as dative (V NP PP) is associated with a motion meaning, while its alternate, known as double-object variant, or DOC (V NP NP), is associated with a meaning of possession. This fact raises a question as to how languages which do not present Dative Alternation convey such meanings. In studying the structure of ditransitive verbs in Portuguese in search of an answer, it is possible to observe that there is an alternation in structure, even if it does not seem to follow the same pattern as Dative Alternation does in English, since the internal arguments in Portuguese may switch in order, but the recipient argument does not lose its preposition; in one dialect, though, there is the possibility of an order such as V NP NP occurring, but its meaning is not related to possession; it seems to cause only a change in focus between the theme and the recipient. The structures for ditransitive verbs both in Portuguese and in English call for a syntactic explanation, and two theories which might be used in order to provide this explanation are Chomsky s Government and Binding Theory (GB) and Pollard and Sag s Head-driven Phrase Structure Grammar (HPSG). The first is the most widely adopted and followed theory among those in the generative model, while the latter has been developed more recently, based on a bigger concept of lexicon, differing from simply a list of entries. Both theories, however, seem to fail in explaining ditransitive verbs and the semantic differences arising from the alternation of their syntactical structures. GB, following a binary branching approach, presents difficulties to justify how a verb can select two internal arguments. Suggesting that the accusative and dative arguments establish two different sorts of relation with the verb. HPSG, on the other hand, is not fastened to the number of arguments a verb may select, defending that both datives and accusatives are sisters in the argument structure. / Entre os estudos a respeito da transitividade verbal, est? o estudo de verbos bitransitivos. Estes s?o os verbos que possuem dois argumentos internos, fato que gera questionamentos e desafios a respeito de sua estrutura sint?tica. Um de tais desafios est? relacionado ? varia??o em estrutura conhecida como Altern?ncia Dativa. Esta altern?ncia parece estar restrita a apenas algumas l?nguas; ela ocorre na l?ngua inglesa, mas, aparentemente, n?o ? encontrada em l?nguas rom?nicas, como o portugu?s. Existe, no entanto, uma mudan?a de significado que ? resultado desta altern?ncia nas l?nguas em que ? encontrada; em ingl?s, por exemplo, a estrutura conhecida como dativa (V NP PP) est? associada a um significado de movimento, enquanto a outra estrutura, conhecida como variante de duplo objeto, ou DOC (V NP NP), est? associada a um significado de posse. Este fato d? margem a perguntas a respeito de como as l?nguas que n?o apresentam a Altern?ncia Dativa expressam estes significados. Ao estudar a estrutura de verbos bitransitivos em portugu?s, em busca de uma resposta, ? poss?vel observar que existe uma altern?ncia em estrutura, que n?o segue os mesmos padr?es da Altern?ncia Dativa em ingl?s, j? que os argumentos internos em portugu?s podem alternar em ordem, mas o argumento recipiente n?o perde sua preposi??o; em um dialeto, no entanto, existe a possibilidade de uma ordem tal como V NP NP, por?m, sem um significado de posse, aparentemente causando apenas mudan?a de foco entre o tema e o recipiente. As estruturas dos verbos bitransitivos, tanto em portugu?s quanto em ingl?s, precisam de uma explica??o sint?tica, e duas teorias que podem ser usadas para formular essa explica??o s?o a teoria da Reg?ncia e Liga??o de Chomsky (GB), e a Head-driven Phrase Structure Grammar (HPSG), de Pollard e Sag. A primeira ? a teoria mais adotada e seguida dentro do modelo gerativista, enquanto a ?ltima tem desenvolvimento recente, baseando-se em um conceito ampliado do l?xico, como mais do que apenas uma lista de entradas. Contudo, ambas as teorias parecem n?o dar conta de explicar os verbos bitransitivos e as diferen?as sem?nticas geradas pela altern?ncia de suas estruturas sint?ticas. GB, defendendo uma estrutura de ramifica??es bin?rias, tem dificuldade em explicar como um verbo pode selecionar dois argumentos internos, sugerindo que os argumentos acusativo e dativo dos bitransitivos estabelecem diferentes rela??es com o verbo. HPSG, por outro lado, n?o se prende ao n?mero de argumentos, e defende que ambos dativo e acusativo s?o sisters na estrutura argumental.
4

"Eu pensei que ia sair daqui falando ingl?s": um estudo sist?mico-funcional sobre pap?is sociais atribu?dos por alunos de um curso de Letras/Ingl?s

Queiroz, Rodrigo Nascimento de 30 November 2012 (has links)
Made available in DSpace on 2014-12-17T15:06:58Z (GMT). No. of bitstreams: 1 RodrigoNQ_DISSERT.pdf: 3682649 bytes, checksum: 33832ac05cfe929df2ad407d3f5c4739 (MD5) Previous issue date: 2012-11-30 / Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom / Pesquisas na ?rea de forma??o de professores de ingl?s como l?ngua estrangeira (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) dimensionam a complexidade de contextos da sala de aula de forma??o inicial em aliar o ensino da l?ngua com a pr?tica social e profissional do futuro professor. Como forma de fornecer subs?dios para a compreens?o dessa rela??o, a presente pesquisa baseia-se em um corpus composto de entrevistas transcritas de 28 alunos de um Curso de Letras/Ingl?s (CLI) de uma universidade p?blica localizada no interior da Amaz?nia Ocidental e suas opini?es acerca da reformula??o do curr?culo do curso. Os instrumentos de coleta de dados utilizados foram entrevistas e question?rios para tra?ar o perfil dos alunos do CLI concentrados em Grupo 1, com os alunos do 1? e 3? per?odos do curr?culo de 2009, e o Grupo 2, com os alunos do 5? e 7? per?odos do curr?culo de 2006. Os objetivos propostos buscam identificar, caracterizar e analisar os tipos de pronomes, os pap?is e os atores sociais representados nas opini?es dos alunos em rela??o ao curr?culo de sua forma??o inicial. O aporte te?rico enfoca os desafios do percurso hist?rico e contempor?neo dos programas de forma??o inicial de professores de l?nguas (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Para a perspectiva te?rica e anal?tica, apoiamo-nos na Gram?tica Sist?mico-Funcional (GSF) de Halliday (1994), Halliday e Hasan (1989), Halliday e Matthiessen (2004), Eggins (1994; 2004) e Thompson (2004). Focamos no conceito da Interpessoalidade, especificamente acerca dos pap?is abordados por Delu (1991), Thompson e Thetela (1995), e trabalhos em l?ngua portuguesa como os de Ramos (1997), Silva (2006) e Cabral (2009). A Teoria da Representa??o dos Atores Sociais de van Leeuwen (1997; 2003) contempla a base te?rica para identificarmos o car?ter sociol?gico dos atores sociais representados no discurso dos alunos. Com este panorama, o percurso proposto para an?lise percorre tr?s n?veis principais: os pronomes (n?vel gramatical), os pap?is (n?vel sem?ntico) e os atores sociais (n?vel discursivo). Para a an?lise das marcas interpessoais presentes nas opini?es dos alunos, utilizamos o programa computacional WordSmith Tools (SCOTT, 2010), e suas ferramentas Wordlist (Lista de Palavras) e Concord (Concordanciador) para quantificar as ocorr?ncias dos pronomes: Eu, Voc? e Eles, que permitam caracterizar os pap?is e os atores sociais no corpus. Os resultados demonstram que os alunos atribuem a si mesmos os seguintes pap?is: (i) aprendiz para expressar o processo inicial de seu aprendizado com o ingl?s; (ii) ingressante na licenciatura para expor suas escolhas em cursar Letras/Ingl?s; (iii) futuro professor para relacionar suas expectativas com a pr?tica profissional. Para atribuir os pap?is aos professores e o curso, os alunos utilizam a met?fora de modalidade, Eu acho que para marcar as rela??es da forma??o inicial como aluno e futuro professor. Destas evid?ncias emergem os atores sociais representados pelos alunos em: (i) pap?is ativos; (ii) pap?is passivos e (iii) pap?is personalizados. Esses atores sociais representados nas opini?es dos alunos refletem a inclus?o dos pap?is atribu?dos para as a??es expressas acerca das experi?ncias e expectativas oriundas da sala de aula de sua forma??o

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