Nous appuyant sur le fait que la communication est essentielle à l’activité mathématique et qu’elle apparaît pourtant souvent négligée dans l’enseignement secondaire, nous avons cherché à concevoir et à mettre à l’essai une séquence de situations en algèbre pour des élèves de 2e secondaire visant à ce qu’ils développent et déploient une communication mathématique en classe. Nous avons fait l’hypothèse que cette communication pourrait offrir, du même coup, un matériau utile à l’enseignant pour rétroagir. Une séquence de six situations portant sur l’algèbre (principalement la mise en équation et la résolution d’équations) a ainsi été conçue. Une analyse a priori a permis de formuler des hypothèses quant au potentiel des valeurs des variables didactiques identifiées pour solliciter une communication mathématique. Ces situations ont été ensuite préexpérimentées afin de les améliorer et pour développer une grille permettant d’analyser le travail de communication des élèves au sein de l’activité mathématique. Elles ont, par la suite, été expérimentées auprès de deux classes d’une même enseignante. Les résultats montrent que le jeu sur certaines variables, notamment la position attribuée à l’élève et celle de son interlocuteur, apparaissent des leviers intéressants pour permettre à l’élève de déployer une communication riche. La position « d’élève-enseignant », par exemple, joue sur la responsabilité de la validation du résultat assumée par l’élève et, en conséquence, sur le caractère a-didactique de la situation. Les résultats montrent aussi que la mise en œuvre des situations a donné à l’enseignante un accès renouvelé aux raisonnements des élèves lui offrant un matériau qu’il lui a été possible d’exploiter en classe. / Given the fact that communication is essential in the mathematical activity, and since it appears to be often neglected at the secondary school level, we wanted to create and put to the test a sequence of algebra situations for students in the second year of their secondary education in order for them to develop and expand their mathematical communication in class. We made the assumption that such a communication could offer, at the same time, a useful tool for the teacher to retroact. A sequence of six situations, based on algebra (mostly putting into equations and solving equations) was thus created. An a priori analysis made it possible to formulate hypothesises related to the potential of didactical variables values to encourage a mathematical communication. These situations were then pre-experimented as a means to improve them, if deemed necessary, and to create a grid that would serve to analyse the students’ communication within the mathematical activity. They were then tested in two classes under the same teacher. Results show that some values of variables, among others the respective positions of student and teacher, appear to be interesting triggers that help the student in getting into a rich communication. The “student-teacher” position, for instance, has an incidence on the responsibility of the validation of the result assumed by the student and, consequently, on the a-didactical character of the situation. Results also show that the implementation of the situations offered the teacher a renewed access to the students reasoning, thus providing her material that she was able to use in her class.

本研究旨在於觀察對話者之間的熟悉度對於外語學習者的語言影響。溝通互動性質的作業能提供語言學習者機會來對話；然而，很少有學者研究對話者之間的社會層面對於溝通互動的影響。在此研究中，實驗對象是一群台灣的高一生，程度介於全民英檢初級和中級之間，他們依彼此間熟悉程度的調查而分成19個熟悉組和不熟悉組，並進行三種不同性質的溝通作業，再分別計算negotiation for meaning，language-related episodes，和recasts的使用次數。量化分析的結果顯示對話者之間的熟悉度並沒有造成以上三種溝通特性的顯著性差異，唯有在作業類型中有顯著性差異。但質性研究發現由於權力關係帶來的張力，對話者間的熟悉度會因著面子的考量而造成互動模式的些微差異，對於學習者的情意層面、投入程度和溝通策略的使用產生一定的影響。此結果將對於語言課室中配對練習有重要的教學啟示。 / The purpose of this paper is to observe how the interlocutors' familiarity influences the language produced by EFL (English as a foreign language) students. It is widely argued that communicative language tasks may provide learners with opportunities to manipulate and modify their language productions, which in turn helps learners develop their target language. However, few studies concern the social dimension of interlocutors in task-based interactions. In this study, some senior high school English learners in Taiwan were divided into 19 familiar and 19 unfamiliar pairs. Every dyad was engaged in the picture differences task, the describe-and-draw task, and the discussion task. Negotiation for meaning, language-related episodes, and recasts viewed as crucial to second language acquisition (SLA) were interactional features used for quantitative analysis. The results showed that interlocutor’s familiarity had no significant effect; only in task types did the researcher find discernable differences. Opposed to such negative results, the qualitative analyses showed a divergence of interactional patterns due to the face issue resulting from social dynamics. Learners’ interloctutors’ familiarity, which may impact learners’ affective domain and conversational strategy use, may bring some pedagogical implications for pair work in second language classroom teaching.

Apesar de ser considerada há muito tempo e por inúmeras nações e organizações internacionais como um valor fundamental, a liberdade de expressão é, até hoje, objeto de muitas incertezas e indefinições, especialmente quanto à sua aplicação prática em um cenário em que outros direitos e valores constitucionais estão envolvidos. O presente estudo parte da análise da estrutura do ato comunicativo, especificamente da análise da identidade dos sujeitos da comunicação, do fator temporal e do conteúdo ou mensagem, para aferir se a valoração jurídica da expressão do pensamento é condicionada por esses elementos. A partir disso, o presente trabalho propõe critérios para que a interpretação e a aplicação da liberdade de expressão sejam imbuídas de segurança jurídica, de modo a garantir própria efetividade dessa liberdade que se configura como um valor tão caro às sociedades democráticas. / Despite being considered as a fundamental value for several centuries and by many nations and international organizations, freedom of speech is, until present time, the object of much uncertainty, especially regarding its practical application when other rights and constitutional values are involved. The present study analyses the structure of the communicative act, specifically the identity of interlocutors, the time factor and the content or message, to assess if the legal value of the expression of thought is conditioned by these elements. From that, the present work proposes criteria to a rational and secure interpretation and application of freedom of speech, so as to guarantee the effectiveness itself of this liberty, that is so dear to democratic societies.

Completely couched in and steered by the qualitative research method, this study examines the linguistic constraints on the code-switching of the bilingual Shona-Xhosa speakers in Cape Town. The views of the key research participants obtained through participant observation, interviews and questionnaires were heavily relied on. The motivations for the code-switching of the bilingual Shona-Xhosa speakers in Cape Town were explored in this study, including the Shona-Xhosa interlink. Myers-Scotton‟s Markedness theory was scrutinized to discern the assorted social variables motivating the bilingual speakers to code-switch in Cape Town while the Matrix Language Frame Model was used to determine that Shona is the base language and isiXhosa is the embedded language in the Shona-Xhosa code-switching in Cape Town. Diverse linguistic constraints were examined in the context of the Shona-Xhosa code-switching and their universality was disputed. Similarities between Shona and Xhosa were unearthed and the researcher recommends that further Shona-Xhosa studies be pursued. / African Languages / M.A. (African Languages)

Apesar de ser considerada há muito tempo e por inúmeras nações e organizações internacionais como um valor fundamental, a liberdade de expressão é, até hoje, objeto de muitas incertezas e indefinições, especialmente quanto à sua aplicação prática em um cenário em que outros direitos e valores constitucionais estão envolvidos. O presente estudo parte da análise da estrutura do ato comunicativo, especificamente da análise da identidade dos sujeitos da comunicação, do fator temporal e do conteúdo ou mensagem, para aferir se a valoração jurídica da expressão do pensamento é condicionada por esses elementos. A partir disso, o presente trabalho propõe critérios para que a interpretação e a aplicação da liberdade de expressão sejam imbuídas de segurança jurídica, de modo a garantir própria efetividade dessa liberdade que se configura como um valor tão caro às sociedades democráticas. / Despite being considered as a fundamental value for several centuries and by many nations and international organizations, freedom of speech is, until present time, the object of much uncertainty, especially regarding its practical application when other rights and constitutional values are involved. The present study analyses the structure of the communicative act, specifically the identity of interlocutors, the time factor and the content or message, to assess if the legal value of the expression of thought is conditioned by these elements. From that, the present work proposes criteria to a rational and secure interpretation and application of freedom of speech, so as to guarantee the effectiveness itself of this liberty, that is so dear to democratic societies.

Bibliography: leaves 253-298 / This study examines the language, identity and intercultural communication dynamics in the Xhosa communities of Cape Town where some immigrant Shona speakers dwell. Language is a complex and nuanced repertoire of culture and the choice of language constitutes part of an individual’s identity construction. Owing to these identity dynamics, the Shona speakers resident among the Xhosa communities find themselves entangled in the politics of belonging and identity that define the Shona-Xhosa immigrant landscape in Cape Town. The Shona speakers engaging in intercultural communication in Xhosa communities are confronted with language and cultural hurdles. Orbe’s Co-cultural Theory among others was central to the unpacking of the intricacies of culture and the Xhosa hegemony. Results show that Shona people speak Xhosa for social acceptance and to secure economic benefits. Nevertheless, this seems not to offer them profound indulgence with the Xhosa culture. Even if they comprehend the culture, their Shona cultural identity hampers their full admission into the Xhosa culture. This lack of cultural acceptance leaves the Shona speakers alienated from both Xhosa and Shona cultures. In that regard, Shona speakers among Xhosa communities in Cape Town live a fluid life in which relentless cultural change is the only constant. This transitory life promotes intercultural concession in the personal layer of self, leading to the emergence of a hybrid multicultural self-concept. The study thus contributes towards scholarship by revealing that the differences in individual linguistic circumstances in the process of intercultural negotiation appear to produce different levels of acquisition of the Xhosa culture and Xhosa by the Shona speakers. This is corroborated by the fact that Shona speakers who could not speak English learnt Xhosa faster than those who could speak English. This study argues that the maintenance of the Shona language by its speakers in Xhosa communities is as much their duty, as it is their right. Ultimately, the study posits that ethnocentrism stifles the intercultural communication process and leads to tiffs in multicultural communities / Linguistics and Modern Languages / D. Phil. (Languages, Linguistics and Literature)