Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-02T11:53:21Z No. of bitstreams: 1 robertoperobellideoliveira.pdf: 2358557 bytes, checksum: 51c90cb134b320721c3c108e9cc461d7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-02T13:06:33Z (GMT) No. of bitstreams: 1 robertoperobellideoliveira.pdf: 2358557 bytes, checksum: 51c90cb134b320721c3c108e9cc461d7 (MD5) / Made available in DSpace on 2016-07-02T13:06:33Z (GMT). No. of bitstreams: 1 robertoperobellideoliveira.pdf: 2358557 bytes, checksum: 51c90cb134b320721c3c108e9cc461d7 (MD5) Previous issue date: 2012-08-22 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem por objetivo analisar como se realizam interacionalmente algumas instâncias sequenciais que estamos considerando como episódios de conflito. A análise é realizada com base no arcabouço teórico de uma linguística interacional, a partir das políticas de pesquisa empreendidas pela Análise da Conversa Etnometodológica e pela Sociolinguística Interacional. Trata-se de um estudo de caso realizado sobre gravações em áudio e transcritas de acordo com o modelo Jefferson de transcrição (LODER, 2008), na Vara de Família de uma cidade de interior no Sudeste brasileiro, em que uma assistente social se coloca como terceira parte, durante a fase de produção de parecer técnico, em um processo de regulamentação de visitas. Os litigantes, ficticiamente chamados Flávia e Amir, em conjunto com Sônia, codinome atribuído à representante da instituição, produzem ações confrontacionais que desencadeiam processos de prestações de contas (do inglês, accounts), as quais, ao invés de encerrar, acabam por investir mais no litígio, proporcionando a interpretação de que prestações de contas não só normalizam as expectativas dos participantes, mas também podem ser geradoras de mais fala de conflito, dependendo das ações em curso e do tópico abordado. O estudo pretende ser uma contribuição para as pesquisas em linguística aplicada das profissões, uma vez que procura descrever as diferentes anatomias do conflito, a partir das escolhas interacionais dos agentes. Além disso, esta tese poderá ser, também, uma contribuição para os praticantes da mediação endoprocessual, na medida em que descreve, a partir do entrecruzamento de tópicos e ações, os modos de agir dos participantes envolvidos, diante de determinados temas bastante comuns neste tipo de conduta processual. Sendo assim, esta tese “disseca” os vários corpos sequenciais que os episódios de conflito assumem, dada sua diversificação de contornos a partir das características tópicas e acionais envolvidas. / The present work aims to examine how some sequential instances that we are considering as conflict episodes happen interactionally. The analysis is implemented based on the theoretical framework of a interactional linguistics, from the policies of reserach undertaken by Conversation Analysis and Interactional Sociolinguistics. This is a case study which was produced based on audio recordings, which were transcribed according to the Jeffersonion model of transcription (LODER, 2008), done in the Family Court of a town in southeastern Brazil, in which a social worker is placed as third party, during the production of technical advice, in a process of regulatory visits. The litigants, fictitiously called Flávia and Amir, along with Sônia (nickname assigned to the representative of the institution) produce confrontational actions that trigger processes of accounts which, instead of closing, end up investing deeply in dispute, which means that accounts not only normalize participants‟ expectations, but can also generate more conflict talk, depending on the ongoing actions and the topic being discussed. The study intends to be a contribution to research in applied linguistics related to professions, as it seeks to describe the different anatomies of the conflict from the interactional choices of the agents. Furthermore, this project may also be a contribution to the practitioners of endoprocessual mediation, as it describes, from the intersection of topics and actions, the ways the participants involved do things in certain circunstances which are quite common in this type procedural conduct. Thus, this thesis “dissects” the various sequential bodies that conflict episodes assume, given their different contours according to the topical and actional features involved.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-05-23T12:30:22Z No. of bitstreams: 0 / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-23T12:52:41Z (GMT) No. of bitstreams: 0 / Made available in DSpace on 2018-05-23T12:52:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2018-05-14 / A partir de uma abordagem interacional, Gille (2001) define a argumentação como um processo constituído por movimentos argumentativos (MA), realizados de forma explícita ou implícita na interação. Nessa perspectiva, a argumentação compreende ações sequenciais coconstruídas na interação, por meio das quais opiniões expressas ou inferidas são negociadas. Dentre os movimentos argumentativos utilizados na sustentação de pontos de vista, Barletta (2014) identifica os MA de evidência legal, os quais correspondem a argumentos que sustentam o ponto de vista de um participante por meio de evidências cujo respaldo se encontra na lei. O estudo da autora incita um olhar mais específico para as contribuições dos MA de evidência legal para o cumprimento do objetivo principal das audiências de conciliação que ocorrem na arena do PROCON – a resolução do conflito. Com a proposta de investigar esse aspecto, agregando achados aos estudos da argumentação no referido contexto institucional, este trabalho teve o objetivo de investigar reformulações de movimentos argumentativos (MA) de evidência legal em duas audiências de conciliação no PROCON de uma cidade da zona da mata mineira. Para tanto, foi desenvolvida uma pesquisa de base qualitativa e interpretativa (DENZIN e LINCOLN, 2006; SCHWANDT, 2006), que contou com o aparato da Análise da Conversa, valendo-se sobretudo de referenciais que tratam da base teórica (SACKS, 1973; SACKS, SCHEGLOFF E JEFFERSON, 1974; SCHEGLOFF, JEFFERSON E SACKS, 1977; POMERANTZ, 1984; entre outros) e metodológica (POMERANTZ E FEHR, 1997) desta vertente de estudos linguísticos, bem como de referenciais que dela partiram para um estudo da prática de reformulação (GARFINKEL E SACKS, 1970; HERITAGE E WATSON, 1979; entre outros). O material linguístico analisado foi gravado em áudio e transcrito de acordo com as convenções propostas pelos analistas da conversa (SACHS, SCHEGLOFF e JEFFERSON, 1974). As análises desenvolvidas nos possibilitaram observar a ocorrência de reformulações tanto dos MA de evidência legal realizados pela mediadora como dos MA de evidência legal realizados pelos reclamados. As reformulações eram dos seguintes tipos: reformulação de checagem (ou reformulação como ação de checagem de entendimento), reformulação do tipo resumo, reformulação desafiadora (ou reformulação como ação de desafio), reformulação feita por meio de explicação, reformulação feita por meio de sugestão, reformulação do cerne, reformulação ratificadora da acusação, reformulação ratificadora do ponto de vista, reformulação ratificadora da legislação, e reformulação do tipo correção exposta; e realizaram diversas ações, no curso das interações, que abriram espaço para o desfecho da audiência. Por fim (e em suma), não obstante se a decisão da reformulação tenha sido sua confirmação ou sua desconfirmação, seu uso culminou em importantes benefícios interacionais. Os resultados alcançados nos permitem advogar que reformulações do movimento argumentativo de evidência legal, no contexto de audiências de conciliação, podem contribuir para o alcance do acordo entre as partes envolvidas, na medida em que operam, turno a turno, na negociação do conflito, desencadeado pela apresentação e sustentação de argumentos divergentes, que expõem diferentes pontos de vista na interação em curso. Conclui-se, então, que, nesta pesquisa, o gerenciamento dos conflitos, gerados por argumentações divergentes, foi possibilitado pelas diversas reformulações realizadas ao longo das audiências de conciliação (aqui analisadas) do PROCON da zona da mata mineira, e culminou no acordo entre as partes. / By adopting an interactive approach, Gille (2001) defines argumentation as a process constituted by argumentative movements (AM) explicitly or implicitly carried out in interaction processes. Thus, argumentation comprises sequential actions co-constructed through interaction, which allow negotiating expressed or inferred opinions. According to Barletta (2014), legal AMs stand out among argumentative movements used to support viewpoints because they correspond to arguments that corroborate participants’ viewpoint by means of evidences supported by laws. The aforementioned author invites us to take a more specific look at the contributions from legal AMs to fulfill the main goal of conciliation hearings taking place at PROCON, i.e., conflict resolution. The aim of the current study is to analyze reformulations applied to legal argumentative movements (AM) in two PROCON conciliation hearings held in a city located in Zona da Mata Region (Minas Gerais State) in order to investigate such contributions and to add findings to studies about argumentation in the aforementioned institutional context. A qualitative and interpretive research (DENZIN and LINCOLN, 2006; SCHWANDT, 2006), which was based on Conversation Analysis, was herein developed. It was mainly supported by references concerning the theoretical (SACKS, 1973; SACKS, SCHEGLOFF and JEFFERSON, 1974; SCHEGLOFF, JEFFERSON and SACKS, 1977; POMERANTZ, 1984; among others) and methodological (POMERANTZ and FEHR, 1997) bases of this linguistic study approach, as well as by references that used such approach to study (re)formulation practices (GARFINKEL and SACKS, 1970; HERITAGE and WATSON, 1979; among others). The herein analyzed linguistic material was audio recorded and transcribed according to conventions proposed by conversation analysts (SACHS, SCHEGLOFF and JEFFERSON, 1974). The analyses conducted in the present study showed legal AM reformulations carried out by both the mediator and the defendants. Both parts presented the following reformulation types: confirmatory reformulation (or reformulation used as the action of confirming the understanding about something), summary-type reformulation, challenging reformulation (or reformulation used as challenging action), reformulation done by means of explanation, reformulation done by means of suggestion, root cause reformulation, reformulation ratifying the accusation, reformulation ratifying the viewpoint, reformulation ratifying the legislation, and correction-type reformulation. These reformulations enabled several actions in the course of the interactions and allowed the hearing to reach an outcome. Finally, the use of reformulations has generated important interactional benefits, regardless of whether the decision to reformulate was based on confirmation or disconfirmation purposes. Results in the current study allow stating that reformulations applied to legal argumentative movements during conciliation hearings may help the involved parts to reach an agreement. It happens because reformulations carried out in each participant’s turn operate towards the negotiation of conflicts triggered by the presentation of and support to divergent arguments, which expose different viewpoints in the interaction in progress. The current study concluded that the management of conflicts generated by divergent arguments was enabled by several reformulations carried out during the herein analyzed conciliation hearings held at PROCON, as well as that such management helped the involved parts to reach an agreement.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2017-01-04T12:53:05Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Aluno, professor e pibidiano.pdf: 988760 bytes, checksum: 2b513a93ab48211fb5696c496ae89e6c (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-01-04T14:44:24Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Aluno, professor e pibidiano.pdf: 988760 bytes, checksum: 2b513a93ab48211fb5696c496ae89e6c (MD5) / Made available in DSpace on 2017-01-04T14:44:44Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Aluno, professor e pibidiano.pdf: 988760 bytes, checksum: 2b513a93ab48211fb5696c496ae89e6c (MD5) Previous issue date: 2016-06-30 / Sem bolsa / Esta dissertação de Mestrado, situada entre os campos teóricos da Linguística Aplicada Interdisciplinar e dos Estudos Culturais em Educação, tem como objetivo analisar de que maneira ex-alunos do Curso de Letras da Universidade Federal de Pelotas envolvidos com o Programa Institucional de Iniciação à Docência – PIBID – narram sua constituição como docentes e, por esse viés, tentar entender de que forma as experiências com o Programa são fundamentais para os posicionamentos interacionais assumidos em suas performances narrativas. Para tal, foram coletadas narrativas orais de três ex-alunas do Curso de Licenciatura em Letras - Português e respectiva Literatura, as quais contaram espontaneamente suas experiências com o PIBID, durante a graduação. As narrativas, neste trabalho, são compreendidas como ferramenta metodológica em que o “eu” do narrador emerge através das posições interacionais que ele habitualmente assume, e por isso tornam-se eficientes quando se pretende investigar o processo de constituição identitária. Para fins de análise, partiu-se das noções de narrativa (MOITA LOPES, 2001; WORTHAM, 2001; BAMBERG, 2002; MISHLER, 2002; SANTOS, 2013), identidade (HALL, 1997; BAUMAN, 2005; SILVA, 2013; WOODWARD, 2013), performatividade (AUSTIN [1962] 1990.; BUTLER, 2015; SALIH, 2015) e posicionamento (DAVIES e HARRÉ, 1990; BAMBERG, 2002; MOITA LOPES, 2006c, 2009). A análise das narrativas levou-nos a perceber que as participantes constroem seus posicionamentos de aluna, professora e pibidiana durante a narrativa, pois ao ocuparem uma posição durante o evento narrado é como se elas também assumissem esse posicionamento no evento narrativo (BAUMAN, 1986) e, consequentemente, em suas vidas. Além disso, essa construção, na maioria dos casos, se dá em relação ao outro, ou seja, foram as experiências que elas tiveram com o PIBID e o sentimento de pertencimento a essa comunidade (ANDERSON, 2008) pibidiana que as subjetivaram para que elas assumissem determinados posicionamentos e não outros. Logo, esses indícios foram fundamentais para que entendêssemos a forma como elas vêm conduzindo seus modos de ser e de exercer a docência. / This Master’s Dissertation is situated between the theoretical fields of Interdisciplinary Applied Linguistics and Cultural Studies in Education, it aims to analyse how former students of Languages Degree at the Federal University of Pelotas who were involved with the PIBID (Programa Institucional de Iniciação à Docência) - Institutional Program of Introduction to Teaching – narrate their constitution as teachers, and by this, attempt to understand how their experience with the Program is fundamental to interactional positions assumed in their narrative performances. For that, oral narratives were collected from three former students of the Bachelor Degree in Portuguese Language and Literature, who spontaneously shared their experiences with the PIBID. The narratives in this work are understood as a methodological tool where the "Self" of the narrator emerges through the interactional positions he usually takes, and therefore it becomes effective when the intent is to investigate the identity construction process. For analysis purposes, it is based upon the narrative notions (MOITA LOPES, 2001; WORTHAM, 2001; BAMBERG, 2002; MISHLER, 2002; SANTOS, 2013), identity (HALL, 1997; BAUMAN, 2005; SILVA, 2013; WOODWARD, 2013), performativity (AUSTIN [1962] 1990.; BUTLER, 2015; SALIH, 2015) and positioning (DAVIES e HARRÉ, 1990; BAMBERG, 2002; MOITA LOPES, 2006c, 2009). The analysis of the narratives led us to realize that the participants build their positions as student, teacher and PIBID participant during the narrative, as to occupy a position in the narrated event is, as if they also assume this position in the narrative event (BAUMAN, 1986) and hence in their lives. Moreover, this construction, in most cases, takes place in relation to one another, i.e.the experiences that they had with the PIBID and the feeling of belonging to that community (ANDERSON, 2008) of PIBID participants subjectivized themto assume certain positions and not others. Thus, this evidence was critical to understand the way they have conducted their ways of being and working in teaching.

Quels sont les constituants d’une participation réussie à une discussion en langue française ? Après avoir enregistré des discussions de groupe autour de sujets polémiques entre apprenants de niveau avancé en français, en Australie, un panel de francophones de leur âge a évalué vingt extraits de ces discussions en termes de réussite des échanges, et en prêtant attention à certains aspects intersectionnels de leurs comportements tels que l’entraide, la domination et leur contribution à l’avancée du débat, ces critères ayant été dégagés d'une analyse comparative des définitions de la réussite et de l'échec d'une discussion, telles que données par ces participants. Ces évaluations ont ensuite été analysées pour déterminer lesquels de ces aspects corrélaient le plus avec la réussite globale de l’échange. En situant ce projet dans une perspective pragmatique interculturelle et interactionniste, nous avons effectué une analyse multidimensionnelle des échanges jugés les plus réussis et les moins réussis afin d’identifier les stratégies intéractionnelles contribuant au succès ou à l’échec des échanges en français. Nous nous sommes notamment intéressé aux phénomènes et comportements présents dans les extraits jugés les plus réussis et absents des extraits les moins réussis, avons analysé les pistes audio des enregistrements pour accéder à une représentation visuelle de leur atmosphère sonore, avons analysé les comportements non-verbaux des participants,et avons effectué une micro-analyse de la transcription de ces mêmes extraits. Les résultats de ce projet offriront une meilleure compréhension de l'ancrage culturel des stratégies interactionnelles contribuant à la réussite ou à l'échec d'une discussion et serviront de base potentielle à l’enseignement de compétences interactionnelles en français langue seconde. / What constitutes successful participation in discussion in French? The project combines qualitative and quantitative methods to determine what behaviours constitute successful participation in French debate among learners of French. After group discussions on polemical topics among advanced learners of the language were recorded in Australia, a group of French age-peers judged the exchanges on their relative success and on aspects of interactional behaviour including the extent to which participants advanced debate, dominated and/or supported each other. These aspects were identified prior to the evaluation through a comparative analysis of definitions of a successful and a failed discussion as provided by the participants. The Francophone assessments of the recordings were then analysed to determine which of these aspects correlated with the overall success of the exchange. Building on these results, and drawing on the principles of cross-cultural pragmatics, a multidimensional interactionist analysis of the most and least successful exchanges was undertaken to identify interactional strategies contributing to the success or failure of the exchanges. This involved focussing on the various phenomena and behaviour observable in the discussions judged most successful but absent in the least successful discussions, analysing the waveform representations of the audio-recordings to determine the sound atmosphere, analysing non-verbal behaviour, and undertaking a detailed micro-analysis of the transcription of these exchanges. Results showed that advancing debate through advancing and challenging opinions was most likely to lead to the Francophones judging the discussions as successful. The most successful discussions showed participants adopting a wide range of interchangeable interactional positions in which all could successively take the lead in discussion, and consistently questioning and elaborating opinions, thus placing a clear emphasis on the co-construction of ideas. Least successful discussions as seen by the Francophones showed greater concern for facework strategies and followed a stable pattern of opinions being offered in turn but not negotiated, leading to agreement rather than debate. The sound and visual atmosphere of the discussion was also directly connected to the success of the discussion: the non-verbal behaviour analysis showed that participants in successful discussions displayed an increased use of hand gestures and maintained visual contact between the participants while the waveform analysis underlined situations of brouhaha as a recurring component of the most successful discussions. The project departs from previous studies by focusing on discussion in French as a multilayered cultural practice and therefore undertaking a multidimensional analysis to ascertain the elements that correlate with its success or failure. The findings of the project will provide a better understanding of the cultural specificity of different interactional styles, and of the cultural anchoring of interactional strategies contributing to the success or failure of a discussion. It will serve as a potential basis for teaching interactional skills and pragmatic competence in French as a second language.

L’esprit, comme forme de la conversation, est au XIXe siècle une notion fondamentalement ambiguë. Hérité du XVIIe siècle et de l’âge d’or de la conversation, profondément marqué par les bouleversements de l’âge post-révolutionnaire, bousculé par le développement de la mystification, du persiflage, de la blague, et de la raillerie journalistique, le trait d’esprit prend tendanciellement un tour agonistique et instrumental dans les luttes sociales de l’époque. Balzac, journaliste, blagueur, mais aussi conservateur et amoureux des « conversation[s] entre onze heures et minuit » paraît emblématique de cette ambiguïté. Le trait d’esprit, parole brillante et concise, qui se veut singulière, peut être appréhendé comme un énoncé détachable. Notre approche stylistique sera donc en premier lieu celle d’une analyse des figures, au niveau de l’unité-énoncé et des catégories syntactico-sémantico-lexicales de la phrase. Cependant, suite aux acquis de la grammaire du texte, il apparaît que la signification même de ces catégories ne peut être comprise que par rapport à des structures extra-énoncives : nous tenterons ainsi de replacer systématiquement ces énoncés dans leur contexte discursif. Considérant que le trait d’esprit, en tant que performance sociale, doit être défini en partie par les conditions mêmes de son énonciation, nous tenterons de comprendre le fonctionnement de cet acte socio-discursif grâce aux acquis de l’analyse du discours. Notre travail privilégiera donc une approche conversationnelle (ou interactionnelle, selon les terminologies) et pragmatique, en s’attachant à étudier non seulement ce que dit le trait d’esprit, mais aussi ce qu’il communique, qu’il s’agisse des traits d’esprit des personnages ou de ceux du narrateur. L’interaction dialectique de ces deux niveaux nous permettra d’interroger la valeur romanesque du trait d’esprit, parole ambiguë, entre référence sérieuse et jeu métalinguistique, caractéristique du réalisme paradoxal de La Comédie humaine. / The notion of “esprit” (French wit), a feature of the art of conversation, was, all through the 19th century, an ambiguous one. The art of witticism – a legacy of the 17th century and of the golden age of conversation – was, however, deeply altered by the advent of other forms of wit such as mystification, persiflage, jokes and journalistic banter : “traits d’esprit” (witticisms) gradually took on an agonistic dimension and became instruments in the social struggles of the time. Balzac, a journalist, a joker but also a conservative writer and a lover of “conversations between eleven o'clock and midnight” is emblematic of this ambiguity. “Traits d’esprit” (Witticisms) – short and clever statements aimed at being remarkable – can be studied as stand-alone utterances. That is why I shall first proceed to an analysis of the stylistic devices at work at the level of utterance, and relying on syntactic, semantic and lexical categories. However, drawing from the findings of text grammar, it appears that the meaning of these categories can only be understood in relation to an extra-utterance context and structures. Therefore, I shall systemically attempt to contextualize these utterances within a larger discursive framework. “Traits d’esprit” being social performances, they have to be defined in regard to the situation of utterance. I shall therefore use the tools of discourse analysis in order to break down the mechanisms of such a socio-discursive act. The present work thus relies on a conversational (or interactional) and pragmatic approach. It attempts to tackle not only what is said but also what is conveyed in those “traits d’esprit”, whether they belong to the characters’ or the narrator’s discourse. It is through the dialectic interaction between these two levels of wit that I intend to assess the role of witticisms. Ambiguous utterances, “traits d’esprit” pertain to serious references as well as to metalinguistic games, and are thus characteristics of the paradoxical realism to be found in La Comédie humaine.

Abstract The study examines ‘recovery through repetition’, investigating how speakers repeat their own utterances in order to return to prior talk. The phenomenon comprises instances of everyday, casual conversation in which speakers indicate that their utterance was either not taken up at all or not taken up to an adequate degree. By repeating the utterance more or less word-for-word, speakers suggest to their recipients that a (different type of) response is relevant and offer the utterance for re-consideration. The data consist of American-English and Finnish conversations. The segments come from the Santa Barbara Corpus of Spoken American English and from the Corpus of Conversational Finnish that is maintained by the Department of Finnish Language and Literature at the University of Helsinki (Keskusteluntutkimuksen arkisto). The theoretical and methodological framework of the study is based on interactional linguistics and conversation analysis. First, the study details the typical composition and position of recovery through repetition and discusses the interactional implications that the repeated utterances may have. The study focuses on the functions of recovery through repetition and their implications for stance taking. Two overall interactional environments are identified: speakers employ recovery through repetition either to seek the attention of recipients and to take a stance towards an activity in progress, or to redirect the attention of recipients and to take a stance towards a recipient response. The different functions of recovery through repetition in the two environments are further examined. Moreover, the study contrasts repetition with other means of recovery and suggests that the different means have divergent implications for stance taking. Finally, the study concludes that recovery through repetition provides speakers with a means of negotiating the input of their utterances and simultaneously taking a stance towards an aspect of the ongoing interaction. / Tiivistelmä Tutkimus tarkastelee toistoa elvytyskeinona keskustelussa eli sitä, kuinka puhuja toistaa oman lausumansa palatakseen aiempaan puheeseen. Ilmiö muodostuu arkisista, epämuodollisista keskustelutilanteista, joissa puhuja osoittaa, että jotakin hänen lausumaansa ei ole joko otettu lainkaan huomioon tai sitä ei ole käsitelty asianmukaisesti. Toistamalla lausuman lähes sanatarkasti puhuja ilmaisee keskustelukumppaneilleen, että jonkinlainen (tai mahdollisesti tietyntyyppinen) vastaanotto olisi odotuksenmukainen, ja tarjoaa lausumaansa käsiteltäväksi uudelleen. Tutkimuksen aineisto koostuu amerikanenglannin- ja suomenkielisistä keskusteluista, jotka ovat peräisin Santa Barbaran puhutun amerikanenglannin kokoelmasta (Santa Barbara Corpus of Spoken American English) ja Helsingin yliopiston suomen kielen ja kotimaisen kirjallisuuden laitoksen Keskusteluntutkimuksen arkistosta. Tutkimuksen teoreettisen ja menetelmällisen viitekehyksen muodostavat vuorovaikutuslingvistiikka ja keskustelunanalyysi. Aluksi tutkimuksessa kartoitetaan yksityiskohtaisesti elvyttävän toiston tyypillistä rakennetta ja paikkaa sekä pohditaan toistettujen lausumien mahdollisia vuorovaikutuksellisia seuraamuksia. Tutkimus keskittyy elvyttävän toiston tehtäviin ja niiden merkitykseen asennoitumiselle. Tutkimuksessa tunnistetaan kaksi yleistä esiintymisympäristöä: puhujat käyttävät elvyttävää toistoa joko hakeakseen vastaanottajien huomiota ja ottaakseen kantaa meneillään olevaan toimintaan tai ohjatakseen vastaanottajien huomiota ja ottaakseen kantaa edeltävään vastaanottajan vuoroon. Elvyttävän toiston tehtäviä näissä kahdessa ympäristössä eritellään tutkimuksessa tarkemmin. Lisäksi tutkimuksessa verrataan toistoa muihin elvytyskeinoihin keskustelussa ja esitetään, että eri elvytyskeinoilla rakennetaan asennoitumista eri tavoin. Tutkimus osoittaa, että elvyttävä toisto tarjoaa keskustelijoille keinon neuvotella sanomansa merkityksestä ja samalla rakentaa asennoitumistaan meneillään olevaan vuorovaikutustilanteeseen.

Magister Administrationis - MAdmin / In an attempt to make South Africa a more just society after the first democratic elections on 27 April 1994, the South African society had to undergo a number of radical changes which impacted the social, economical, political and educational arena. These changes have influenced recruitment, retention and turnover. Changes at leadership levels in the private and public sphere coupled with a huge exodus of highly skilled professionals are evident as topics of equality and social justice appear at the top of company agendas. Many proponents have conducted research on organisational justice and the fact that more than twenty five thousand articles have been published on job satisfaction attest to the importance of these two variables on organisational performance. In an article examining past, present and future states of organisational justice it is argued that organisational justice has the potential to explain many organisational behavioural outcome variables. An investigation of the relationship between organisational justice perceptions and work behavior found job satisfaction to be made up of a large fairness component. The rationale behind the support for the study is the argument that employees who perceive that they have been fairly treated is likely to hold positive attitudes about their work, their work outcomes and their managers. If South African organisations wish to remain competitive then organisations need to understand how perceptions of justice influence attitudes and behaviour and consequently affect the success of the organisation. Agricultural Colleges, a division of the Department of Agriculture are no exception. The Agricultural Colleges' primary aim is to provide training to its prospective communities, and is continuously being evaluated in terms of how well its academic employees achieve its vision, mission and goals. It is evident from responses to job advertisements, low morale and high turnover that most of the academic employees in Agricultural Colleges are dissatisfied with their jobs, pay, management and the institutions based on their current salary. Attracting, recruiting and retraining highly skilled, internationally marketable and mobile employees are critical factors in determining the present and future success in agricultural training in South Africa. Limited research to examine the effects of organisational justice on organisational outcomes in an environment where the workforce consists of academics is the gap this research attempts to fill. This study is designed to assess the impact of organisational justice on job satisfaction of academic employees in agricultural colleges in South Africa. Also, to determine whether biographical values influence the relationship between organisational justice and job satisfaction. / South Africa

Pistorius (1996) was the first individual to introduce research on serial murder in the South African context with her psychodynamic approach to the phenomenon. Since then, others have followed, namely Labuschagne (1998, 2001) with his search for interactional and communication connections; Du Plessis (1998) from a grounded theory approach; and Hodgskiss (2001) with his assessment of South African offender characteristics and behaviours. Four more studies have been conducted, namely Hook’s post-structural deconstruction of narratives of a person who committed serial murder (2003); De Wet’s psychosocial perspective (2005); Barkhuizen’s intrapsychic object relations approach (2006); and Del Fabbro’s exploration of the phenomenon from a family systems paradigm (2006). To date, no attempt has been made to review these research endeavors. In this article, these studies are reviewed and their strengths and weaknesses with regard to theory, methodology and research findings debated. The author concludes with several recommendations for future research on the phenomenon of serial murder: greater communication between various disciplines (e.g. psychology, criminology, law) investigating serial murder; expansion of Hodgskiss’ research (2001) on offence characteristics for profiling purposes; and the relationship between psychopathology and serial murder. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2007. / Psychology / MA / unrestricted

Cette thèse questionne et relativise la notion de « langue en danger » à partir de l'étude des représentations sociales d’acteurs institutionnels et scientifiques au travers de l’histoire et de locuteurs d’une langue dite « en danger ». La notion de « langue en danger » est appréhendée par des acteurs institutionnels et scientifiques au travers de représentations de la langue comme entité autonome et organique, relié à ses essences. Ces représentations puisent leurs origines dans la période coloniale. En examinant l’histoire d’une ancienne colonie britannique, l’Inde, nous montrons que de telles représentations se sont déployées dans et par des pratiques coloniales visant au maintien de l’ordre social. Il en va de même de certaines pratiques postcoloniales qui s’appuient de plus en plus sur la langue comme moyen nécessaire à l’identification des minorités et commencent à s’articuler autour de la dénommée « langue en danger ». Nous avons mené une enquête auprès de locuteurs d’une langue dite « en danger » pour savoir s’ils la considéraient également comme telle. Nous avons abordé leurs points de vue au travers du concept de représentation sociale et ce afin d'appréhender la manière dont ces mêmes locuteurs comprennent et co-construisent leur réalité sociale. Suite à l’annotation d’entretiens bilingues, nous avons analysé via l’Analyse Conversationnelle la manière dont les représentations émergent dans et par les pratiques interactionnelles. Nos analyses démontrent un écart entre les représentations des locuteurs et celles construites par l’enquêtrice et l’interprète, ces dernières étant plus proches des représentations déployées dans des travaux sur les langues en danger. / This thesis questions and relativizes the notion of “endangered language” based on a study of the social representations of institutional and scientific actors throughout history and of speakers of a so-called “endangered language” today. The notion of “endangered language” is constructed through representations through which institutional and scientific actors construct language as an autonomous and organic whole linked to its essences. These representations originate in the colonial period. By examining a former British colony, India, we show that such representations were used in and by colonial practices to maintain the social order. This is also the case for certain postcolonial practices in India which are increasingly based on language as a necessary means to identify minorities and are beginning to be articulated in terms of “endangered languages”. We conducted a study with speakers of a so-called “endangered language,” to see if they considered it as such. We examined their points of view through the concept of “social representation” in order to grasp how these actors understand and co-construct their reality within interactions. After annotating bilingual interviews conducted via an interpreter, we analyzed the way in which representations emerge in and through interactional practices using an approach inspired by Conversation Analysis. Our analyses show a discrepancy between speakers’ representations and those constructed by the investigator and the interpreter, the latter more similar to representations constructed in scientific and institutional work on endangered languages.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-17T14:13:49Z No. of bitstreams: 1 kriciahelenabarreto.pdf: 3497141 bytes, checksum: 31704e8e9549f637c3c5ef61daf9437b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-17T18:01:56Z (GMT) No. of bitstreams: 1 kriciahelenabarreto.pdf: 3497141 bytes, checksum: 31704e8e9549f637c3c5ef61daf9437b (MD5) / Made available in DSpace on 2015-12-17T18:01:56Z (GMT). No. of bitstreams: 1 kriciahelenabarreto.pdf: 3497141 bytes, checksum: 31704e8e9549f637c3c5ef61daf9437b (MD5) Previous issue date: 2015-10-06 / Este estudo tem como objeto o fenômeno conhecido como “memes de Internet”, produzidos no ambiente virtual do website denominado <9gag>, tendo sido focalizada a seção de comentários realizados sobre os memes postados por seus participantes. A partir de uma perspectiva interacional dos estudos do discurso, investigamos a maneira como a replicação dos memes de Internet sinaliza as práticas rituais constitutivas desse grupo e afeta a forma como as faces dos participantes são co-construídas e negociadas no curso da interação. Os rituais e as faces reivindicadas são vistos, então, como práticas que emergem e são sensíveis ao aqui e agora do uso da linguagem nesse contexto. As práticas de reprodução memética, compreendidas como unidades de transmissão cultural e de difusão da informação, fundamentadas na imitação, quando analisadas sob a perspectiva dos rituais relacionais (Kádár, 2013), vão muito além do simples entretenimento dentro de um grupo como o <9gag>. Elas auxiliam na formação e na manutenção do ethos dessa comunidade virtual, fornecendo o status de membros legítimos àqueles que acatam as regras interacionais estabelecidas através dessas práticas. A participação e o alinhamento às práticas rituais do grupo gerou o sentimento de pertencimento e identificação entre os participantes, legitimando-os como membros dessa comunidade, unidos pelo compartilhamento dos valores disseminados pelos memes, do conhecimento das práticas do grupo, e das representações simbólicas construídas pelo grupo. Além disso, através dos processos de elaboração das faces, pudemos verificar como os interagentes modelam as interações da comunidade ao se (des-)alinharem com os tipos de face que emergem nesse website. / The object of this study is the phenomenon known as ‘Internet memes’, produced within a virtual environment, in a website called <9gag>. The comments section was the main focus of analysis. From an interactional perspective on discourse, it has been investigated the way Internet meme replication signals ritual practices constitutive of this group and how it affects the way participants’ faces are co-constructed and negotiated in the course of interaction. Thus, rituals and faces claimed are seen as emergent practices that are sensitive to the interactional here-and-now of language use in this context. Meme-replication practices (understood as units of cultural transmission and dissemination of information, based on imitation), when analysed from the perspective of relational rituals (Kádár, 2013), have interactional effects that go beyond simply entertaining a group such as <9gag>. They help build and maintain the ethos of this virtual community, by giving membership status to those participants who abide by the interactional rules established through these practices. Participation and alignment with the group’s ritual practices have generated the feeling of belonging through identification among participants, legitimating them as members of this community, connected by the sharing of values disseminated by memes, the knowledge of the group’s practices and the symbolic representations constructed by the group. Moreover, it has been verified that through facework processes interactants model interactions within this community by (dis-)affiliating themselves with the types of face that emerge in this website.