Orientador: Letícia Marcondes Rezende / Banca: Marilia Blundi Onofre / Banca: Maria Isabel de Moura Brito / Banca: Odair Luiz Nadin da Silva / Banca: Juscelino Pernambuco / Resumo: Este trabalho pretende discutir a autonomia do aluno na sala de aula de língua portuguesa a partir da Teoria das Operações Predicativas e Enunciativas. Para tanto, investigamos rapidamente a definição desse construto desde seu primeiro conceito nos anos 80, passando pela mudança de perspectiva - de autonomia ser o ensino sem a ajuda do professor para ser o ensino colaborativo, construído pelos alunos e pelo professor em conjunto - até a definição de autonomia por nós dentro de uma abordagem mais enunciativa. Na verdade, não chegamos a definir precisamente o que seria a autonomia, mas indicamos práticas que acreditamos que levam o sujeito a se tornar mais autônomo. Investigamos os documentos oficiais sobre educação no Brasil a fim de verificar o que eles trazem a respeito de autonomia. Nesses documentos, ela é vista como um objetivo do ensino básico (fundamental e médio) e uma necessidade para a vida. Propomos, então, uma prática que tenha a autonomia como objetivo, além, claro, do trabalho com a língua portuguesa. Essa prática engloba tanto uma análise baseada na teoria de Culioli (TOPE), quanto análises da gramática tradicional normativa, que é a atividade central desenvolvida do material dos alunos. Descobrimos que os alunos sentem dificuldade de lidar com atividades analíticas e reflexivas sobre a língua, até mesmo os que são considerados bons alunos / Abstract: This works aims to discuss student's autonomy in the classroom from the point of view of the Theory of Predicative and Enunciative Operations, by Antoine Culioli. For this, we briefly investigate the definition of autonomy from the 80s till now - in this period, a change in the definition has occured and autonomy, which was defined as learning happening without teacher to learning happening in a collaborative way, with teachers and students helping one another to learning take place. In our view, autonomy is inside the field enunciation studies. Actually, we do not define autonomy, but we point out ways that we believe help the subject to become more autonomous. We investigate Brazilian officials documents about Education to verify what they bring about autonomy. In this documents, it is seen as an goal of basic education (Elementary and High School) and as a necessity to the whole life of a person. We propose, then, some teaching practice which foster autonomy besides the work with Portuguese Language, of course. This practice was analysed based both on Culioli's theory and on traditional grammar, which is the main activity in the students' material. After all this we discovered that the students have a little difficulty to deal with analytical activities, even the best students / Doutor

According to Humboldt, language is a typical cultural activity which involves the act of creation (Erzeugung). It is also an important activity which reveals the nature of man. In the first part of this research, we try to sum up Humboldt's analysis on creation into four main theses: (1) the true definition of language must be based on speaking, rather than dead products such as words and rules. As a result, the definition of language can only be a genetic one and must be related to a certain idea of "activity;" (2) speaking is an act through which the speaker expresses his thought by using different sounds. In other words, man uses speech sounds as tools of expression. Thus, language is an act of producing tools rather than the tools produced; (3) only articulated sounds are capable of expressing thoughts. If we want to use them to express our ideas, we must compel our vocal organs and produce sounds with patiicular sound-forms. In Humboldt's words, this involves a process of Bildung in which we combine matter and form to produce tools with particular forms. (4) To express a certain thought, we have to put words together. These grammatically formed words, all as elements, enter into the sentence and form a new unity. A closer look at this operation shows that words acquire their grammatical functions through a special mental act: the mind creates a sentence to express the thought, but by the same act opposes itself to the created. From this point of view, language is a synthesis which brings elements together to create novelties. / At the very first glance, Humboldt's philosophy of language is just a series of tedious, laborious examination of linguistic facts. In addition, the idealistic terminologies he employed set up a barrier for those who want to understand his theory. Through our investigations, we show that his philosophy of language can be seen as the foundation of a full-fledged philosophy of culture with the analysis on creation providing all the building blocks. Humboldt reminds us of the freedom of the individual, and stresses on the importance of the self-consciousness of any human activity. As an educational reform is currently undergoing in Hong Kong, the philosophy of Humboldt can act as a timely reminder for all of us. / In the second part of this research, we follow the example of Humboldt and start a series of investigations to show how Cantonese-speaking community uses different sound-forms to form words and sentences. Our investigations will focus on the activity of the listener. We try to prove that there is a change of role of the listener whenever he understands a certain chain of words. A listener always plays a double-role. He must speak in order to understand. The active role of the listener is evidence that Humboldt's analysis on creation can be applied to all aspects of language and is still meaningful to us despite its idealistic traits. / 趙子明. / Adviser: Tze Wan Kwan. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 178-186). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhao Ziming.

馮耀明 = Fung Yiu-ming. / Thesis (Ph. D.)--香港中文大學硏究院中國文化硏究學部, 1984. / Manuscript. / Includes bibliographical references (p. 575-578). / Feng Yaoming = Fung Yiu-ming. / Thesis (Ph. D.)--Xianggang Zhong wen da xue yan jiu yuan Zhongguo wen hua yan jiu xue bu, 1984. / 論文提要 --- p.(I) / Chapter 第一章 --- 《公孫龍》的名實觀與離藏論 --- p.1 / Chapter 1 --- 引言 --- p.1 / Chapter 2 --- 《白馬論》的邏輯結構 --- p.4 / Chapter 3 --- 謂詞與個體名之區分 --- p.31 / Chapter 4 --- 唯名論還是實在論？ --- p.40 / Chapter 5 --- 固定意指與偶然意指之區分 --- p.57 / Chapter 6 --- 指、物指與物 --- p.88 / Chapter 7 --- 《指物論》的存有論論旨 --- p.107 / Chapter 8 --- 離藏論與名實觀 --- p.133 / Chapter 第二章 --- 《墨辯》的知識論與名辯觀 --- p.149 / Chapter 1 --- 引言 --- p.149 / Chapter 2 --- 知之條件、方式、內容及對象 --- p.152 / Chapter 3 --- 言辯和真理的問題 --- p.172 / Chapter 4 --- 名實的問題 --- p.198 / Chapter 5 --- 辯¨®Ơ方式之限制 --- p.235 / Chapter 6 --- 加詞、變詞的問題 --- p.244 / Chapter 第三章 --- 《莊子》的不可¨®Ơ論與實踐哲學 --- p.289 / Chapter 1 --- 引言 --- p.289 / Chapter 2 --- 積極的懷疑論 --- p.293 / Chapter 3 --- 辯無勝與是非未可定的問題 --- p.302 / Chapter 4 --- 言與知之極限問題 --- p.319 / Chapter 5 --- 物與道之區分：可¨®Ơ與不可¨®Ơ --- p.333 / Chapter 6 --- 道真的不可言¨®Ơ嗎？ --- p.345 / Chapter 7 --- 實踐的超越進路 --- p.376 / Chapter 第四章 --- 《荀子》的實踐之知與正名論 --- p.394 / Chapter 1 --- 引言 --- p.394 / Chapter 2 --- 學與知 --- p.398 / Chapter 3 --- 認知心與統類心 --- p.309 / Chapter 4 --- 以仁識心和以智識心 --- p.419 / Chapter 5 --- 心與道之関係 --- p.429 / Chapter 6 --- 正名與正言 --- p.458 / Chapter 7 --- 制名的原則與方法 --- p.474 / Chapter 8 --- 破三惑 --- p.496 / Chapter 第五章 --- 結論 --- p.508 / Chapter 1 --- 四家的思想進路與理論宗趣 --- p.508 / Chapter 2 --- 四家學¨®Ơ在哲學和哲學文上的意義 --- p.516 / Chapter 3 --- 方法學的問題 --- p.525 / 附註 --- p.537 / 參考書目　 --- p.575

Arthur Yee Shun Luk. / Thesis (M.Phil.)--Chinese University of Hong Kong. / Bibliography: leaves 51-52.

Contemporary media audiences expect to be able to interact with content, but in a minority language context, audience participation presents challenges related to audiences’ linguistic confidence. This thesis focuses on Wales, where media producers have suggested that audiences are often reluctant to interact with broadcast and online content in Welsh. To begin to understand this unwillingness, and how it might be overcome, the concept of willingness to participate (WTP) is coined as an extension of willingness to communicate (McCroskey & Baer 1985). First, interviews with producers are analysed qualitatively to identify potential influences on audiences’ WTP. The analysis aims to assess the relative importance of various factors: audiences’ feelings of apprehension, self‐perceived competence, language background and Welsh language ability, as well as the modality of participation (oral/written) and the level of demand placed on the audience. Second, a questionnaire is designed and administered to 358 Welsh speakers, to examine audiences’ perceptions of different opportunities to participate in media content. A path model of WTP is proposed and tested using quantitative data from the survey. The results support the hypothesis that audiences’ apprehension and self‐perceived competence predict WTP and that audience response varies according to the media context. While audiences’ Welsh language skills are important in explaining their WTP, other aspects of language background, such as Welsh language acquisition context, are found to be less important. Third, the survey sample is grouped according to common patterns of WTP, to test whether the above effects are consistent across the population or whether different ‘types’ of audience exist. Using a combination of cluster analysis and thematic analysis of audience comments, four types of audience are proposed and described in detail. Finally, implications for sociolinguistic theory, language maintenance and media production practice are considered and recommendations made.

Thesis. 1976. Ph.D.--Massachusetts Institute of Technology. Dept. of Philosophy. / Vita. / Bibliography: leaves 385-390. / Ph.D.

Entrainment (sometimes called adaptation or alignment) is the tendency of human speakers to adapt to or imitate characteristics of their interlocutors' behavior. This work focuses on entrainment on acoustic-prosodic features. Acoustic-prosodic entrainment has been extensively studied but is not well understood. In particular, it is difficult to compare the results of different studies, since entrainment is usually measured in different ways, reflect- ing disparate conceptualizations of the phenomenon. In the first part of this thesis, we look for evidence of entrainment on a variety of acoustic-prosodic features according to various conceptualizations, and show that human speakers of both Standard American English and Mandarin Chinese entrain to each other globally and locally, in synchrony, and that this entrainment can be constant or convergent. We explore the relationship between entrainment and gender and show that entrainment on some acoustic-prosodic features is related to social behavior and dialogue coordination. In addition, we show that humans entrain in a novel domain, backchannel-inviting cues, and propose and test a novel hypothesis: that entrainment will be stronger in the case of an outlier feature value. In the second part of the thesis, we describe a method for flexibly and dynamically entraining a TTS voice to multiple acoustic-prosodic features of a user's input utterances, and show in an exploratory study that users prefer an entraining avatar to one that does not entrain, are more likely to ask its advice, and choose more positive adjectives to describe its voice. This work introduces a coherent view of entrainment in both familiar and novel domains. Our results add to the body of knowledge of entrainment in human-human conversations and propose new directions for making use of that knowledge to enhance human-computer interactions.

This study tested the hypotheses that phonological memory contributes to vocabulary and grammatical development in young Spanish-English bilinguals, and that the relation between phonological memory and both vocabulary and grammar is language-specific. Phonological memory skill was the percentage of consonants correctly repeated (PCC) in English, and Spanish Nonword Repetition (NWR) tasks at 22 months. Vocabulary size and grammatical complexity were measured at 25 months using the English and Spanish versions for the MacArthur-Bates Communicative Development Inventories. Nonword repetition accuracy was significantly related to both subsequent vocabulary size and grammatical complexity within and across languages after controlling for the percentage of input in English. The relations were not significantly higher within than between languages. The results suggest that in these young Spanish-English simultaneous bilinguals phonological memory is a language-general ability that contributes to the development of vocabulary and grammar in both English and Spanish. / by Marisol Parra. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Wan, Chun Ho. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 86-92). / Abstract also in Chinese; appendix C-G in Chinese. / Abstract --- p.1 / 摘要 --- p.2 / Acknowledges --- p.3 / Table of Contents --- p.4 / List of Tables --- p.6 / List of Figures --- p.7 / Chapter Chapter 1: --- Introduction --- p.8 / Chapter 1.1 --- Computer-aided Language Learning (CALL) Review --- p.8 / Chapter 1.2 --- Research Challenges --- p.12 / Chapter 1.3 --- Research Considerations --- p.14 / Chapter 1.4 --- Our Research --- p.17 / Chapter Chapter 2: --- Achievement Accumulation --- p.19 / Chapter 2.1 --- Achievement Motivation --- p.19 / Chapter 2.2 --- Considerations for Language Learning --- p.23 / Chapter 2.3 --- Achievement Accumulation (AA) approach --- p.25 / Chapter 2.4 --- Achievement Retention --- p.30 / Chapter 2.5 --- Research Questions --- p.33 / Chapter Chapter 3: --- Vocabulary Building --- p.35 / Chapter 3.1 --- Vocabulary Building --- p.35 / Chapter 3.2 --- Research Design --- p.40 / Chapter 3.3 --- Research Evaluation --- p.51 / Chapter 3.4 --- Preliminary Study --- p.54 / Chapter 3.4.1 --- Vocabulary Accumulation --- p.55 / Chapter 3.4.2 --- Individual Learning --- p.55 / Chapter 3.4.3 --- Retention of Words --- p.56 / Chapter 3.4.4 --- Delay in Revision --- p.57 / Chapter 3.4.5 --- Number of Revisions --- p.58 / Chapter 3.4.6 --- Learning Efficiency --- p.58 / Chapter 3.4.7 --- Achievement Motivation --- p.59 / Chapter 3.4.8 --- Use of Dictionary --- p.60 / Chapter 3.4.9 --- Revision Reminder --- p.60 / Chapter 3.4.10 --- User Survey --- p.61 / Chapter 3.4.11 --- Case Study --- p.62 / Chapter 3.5 --- Discussion --- p.62 / Chapter 3.6 --- Summary --- p.63 / Chapter Chapter 4: --- Results and Discussions --- p.65 / Chapter 4.1 --- Comparative Experiment --- p.65 / Chapter 4.2 --- Quantitative Results --- p.68 / Chapter 4.2.1 --- Vocabulary Accumulation --- p.68 / Chapter 4.2.2 --- Revision Gain --- p.71 / Chapter 4.2.3 --- Learning Time Spent and Attempt Made --- p.72 / Chapter 4.2.4 --- Retention of Words --- p.73 / Chapter 4.2.5 --- Delay in Revision --- p.73 / Chapter 4.2.6 --- Number of Revisions --- p.74 / Chapter 4.2.7 --- Word Recognition Time --- p.75 / Chapter 4.2.8 --- Achievement Motivation --- p.76 / Chapter 4.2.9 --- Revision Reminder --- p.77 / Chapter 4.3 --- Qualitative Results --- p.78 / Chapter 4.3.1 --- Pre-Questionnaire Results --- p.78 / Chapter 4.3.2 --- Post-Questionnaire Results --- p.79 / Chapter 4.4 --- Discussion --- p.81 / Chapter Chapter 5: --- Conclusion --- p.84 / Bibliography / Appendix A: Questionnaire in Preliminary Study / Appendix B: Questionnaire Results in Preliminary Study / Appendix C: Pre-Questionnaire in Comparative Study / Appendix D: Post-Questionnaire in Comparative Study / Appendix E: Pre-Questionnaire Results in Comparative Study / Appendix F: Post-Questionnaire Results in Comparative Study / Appendix G: Newspaper Cutting

A research report submitted to the Faculty of Science, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Science Johannesburg March 2017 / In South Africa there are eleven official languages and every citizen has a right to receive education in any of these languages. Nevertheless, the language of learning and teaching (LOLT) in most schools is either English or Afrikaans. Of the two languages English is more dominant because it is a global language and is preferred by parents. In a bid to embrace the call by UNSESCO (2007) which encourages science learning and teaching to be done in the mother tongue, South Africa implemented the teaching of science in indigenous languages in the lower grades in primary (1-3). Nonetheless, this endeavor has its merits and demerits. In South African schools most teachers and learners are English Second Language speakers. This study investigated the South African life sciences teachers’ use of science classroom language (technical and non-technical components) when teaching evolution to grade 12 learners in public schools. The primary objective of this study was to establish South Africa’s life sciences teachers’ awareness of the difficulty of the science classroom language towards suggesting strategies that they use to assist learners to better understand the science language. Three grade 12 life sciences teachers from two public schools in Johannesburg were observed and audio recorded three times while teaching evolution. A follow-up interview with each teacher was conducted to obtain clarity on language related issues that arose from the observations. As a result, the empirical data consisted of nine recorded lessons and accompanying field notes for each lesson as well as three recorded interviews. The interviews and the field notes were analysed using an interpretive approach whilst a strategy known as content analysis was used to analyse classroom observations so as to conclude on the teachers’ preferred approach to language use during teaching. From the findings, it can be suggested that South African life sciences teachers who participated in this study employed a variety of strategies to present technical terms to their learners but lacked explicit awareness of the difficulty of the science classroom language. / MT 2017