Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study assumes the theoretical framework of text construction as advanced by Grabe and Kaplan (1996) for the analysis of Sepedi texts of government speeches from the magazine: ANC TODAY. The theory that is used in this study invokes the linguistic elements that can be used by both the teachers and learners to critically analyse texts in classrooms. This genre-theoretic approach is employed as framework, for analysing the linguistic, rhetorical and discourse properties for Sepedi texts. It also addresses the parameters of the ethnography of writing advanced by Grabe and Kaplan: "who writes what to whom, for what purpose, why, when and how?' The text construction analysis executed in the study enable the learners to acquire skills, knowledge and values of outcomes-based language teaching. The information structuring of text analysis and construction enables learners to write, read and use language structure and conventions for learning and career pathways. The textlinguistic strategies for analysing written texts in language teaching enables learners to analyse texts successfully and gain an awareness of language use in texts. / AFRIKAANSE OPSOMMING: Hierdie studie aanvaar die teoretiese raamwerk van tekskonstruksie soos voorgestaan deur Grabe en Kaplan (1996) in die analise van Sepedi tekste van regeringstoesprake uit die tydskrif ANC TODAY. Die teorie wat aanvaar word, gebruik die linguistiese elemente wat aangewend kan word deur taalonderwysers sowel as taalleerders om tekste krities te ontleed. Die genre-teoretiese benadering word ingespan as raamwerk vir die analise van die linguistiese, retoriese, en diskoerskenmerke van Sepedi tekste. Dit spreek ook die etnografie van skryf, soos voorgestaan deur Grabe en Kaplan, aan: wie skryf wat aan wie, vir watter doel, wanneer, waarom, en hoe. Die tekskonstruksie analise uitgevoer in hierdie studie stel leerders in staat om vaardighede, kennis en waardighede van uitkoms-gebaseerde taalonderrig te verwerf. Die informasie strukturering in teksanalise stel leerders in staat om te lees, skryf en praat in hulle toekomstige beroepe. Die tekslinguistiese strategieë vir die analise van geskrewe tekste in taalonderrig stel leerders in staat om tekste suksesvol te ontleed en 'n bewussyn te ontwikkel van taalgebruik in tekste.

In-depth analysis of genre-texts of political articles in newspapers. / In-depth analysis of genre-texts of political articles in newspapers. / Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The purpose of this study is to do an in-depth analysis of genre-texts of political articles in newspapers. The genre theoretical approach is employed as framework for analysing the linguistic, rhetorical and discourse properties of isiZulu texts, giving a demonstration of a more general theory of genre analysis in writing, advanced by different writers. The genrebased approach to literacy and language teachingwas explored. A general overview was given of genre in folklore, genre in linguistics, genre in rhetoric and general description of genres was provided. The parameters of writing, that is the "who writes, what, to whom, where, when, why and how", were utilised in each text under investigation. These parameters were used to assess the communicative writing competence of the author of each text. Aspects of the text analysis such as information structuring, topic structuring, coherence and cohesion, cognitive move structure and structural description have been employed. This study presents the findings of the analysis of the lIanga newspaper texts by describing the critical analysis of textlinguistic aspects through the examination of genre text and outcomes-based language teaching in Curriculum 2005. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om 'n in-diepte analise te maak van genre tekste van koerantartikels in isiZulu wat handeloor politieke aangeleenthede. Die genre-teoretiese benadering is gebruik as raamwerk vir die analise van die taalkundige, retoriese en diskoerseienskappe van isiZulu tekste, en te demonstreer hoe, vir die doeleindes van teksanalise, 'n meer algemene teorie van genre analise in skryfwerk gebruik kan word. Die genre-benadering tot geletterdheid en taalonderrig is eerstens ondersoek. 'n Algemene oorsig is gegee van genre in folklore, genre in die taalkunde, genre in retoriek en 'n beskrywing van die kenmerke van genres is gedoen. Die parameters van skryf, naamlik wie skryf wat aan wie, waar, waarom, en hoe, is gebruik om elke koerantartikel te ondersoek. Hierdie parameters is aangewend om die kommunikatiewe skryfvaardigheid van die skrywer van elke teks te assesseer. Aspekte van teksanalise, naamlik inligtingstrukturering, onderwerpstrukturering, koherensie en kohesie, kognitiewe skuifstruktuur en strukturele beskrywing is aangewend in die analise van die tekste. Die studie bied die bevindinge van die analise van die lIanga koerantartikels in isiZulu deur die kritiese analise te beskryf van tekslinguistiese aspekte met verwysing na genre-tekste en uitkoms-gebaseerde taalonderrig in Kurrikulum 2005.

Thesis (PhD)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The recent introduction of the outcomes-based curriculum for the learning field language, literacy and communication has revealed a number of essential areas of research in African languages that urgently need to be addressed if this curriculum for African Languages is to be successfully implemented with the necessary theoretical basis as support. This dissertation addresses one such research issue, the genre-based approach to Xitsonga texts within the broad field of language and literacy. This study wil] first explore different models of writing approaches that relate to the analytic approach to genre literacy, including the traditional progressivist approach, the Bereiter and Scardamalia approach, and Grabe and Kaplan's (1996) model. It will be argued that Grabe and Kaplan's model is suitable as a framework for teaching writing, because it incorporates the ethnography of writing which entails that a detailed analysis of texts should address the following questions: who writes what to whom, for what purpose, why, when and how? The use of the ethnography of writing in the analysis of texts according to Grabe and Kaplan's model also explores factors such as the communicative purpose, the culture and the community in which the text is produced. This is investigated through the text-linguistic analysis of the nine Xitsonga written speeches where the speech genre has an identifiable format including an introduction, middle and ending. This study also explores the relationship between the ethnography of writing, the Grabe and Kaplan's theory of text construction, the learning outcomes 4 and 5 of grades 7, 8 and 9 and their related assessment standards. Attention is given to prescribed texts and the taxonomy of academic writing skills, knowledge bases and processes, using some of the nine Xitsonga written speeches for illustrative purposes. This study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts within the framework of Curriculum 2005 in the teaching of language. This study further focuses on the teaching of Xitsonga as a language subject within a multilingual education system. It is argued that in order to develop Xitsonga terminology for teaching content subjects, resources must be put in place, both materially and financially. It will be argued that Xitsonga should be taught as a language subject and . used as a medium of instruction in content subjects in conjunction with English across the curriculum within a bilingual education policy in order to enhance teaching and learning. Learners who have Xitsonga as first language will be able to apply the writing skills acquired in the teaching of writing of Xitsonga as a language subject in their learning across the curriculum. / AFRIKAANSE OPSOMMING: Die resente invoer van die uitkoms-gebaseerde kurrikulum vir die leerarea tale, geletterdheid en kommunikasie het 'n aantal areas van noodsaaklike navorsing in die Afrikatale aan die lig gebring wat dringend aangespreek moet word om hierdie kurrikulum suksesvol te implementeer vir die Afrikatale. Hierdie proefskrif ondersoek een van hierdie navorsingsvraagstukke, naamlik die genre-gebaseerde benadering tot die analise van Xitsonga tekste binne die bree veld van taal en geletterdheid. Die studie sal eers 'n ondersoek doen van verskillende modelle van skryfbenaderings wat verband hou met die analitiese benaderings tot genre geletterdheid, insluitende die tradisionele progressivistiese benadering, Die Bereiter en Scardamalia benadering, en Grabe en Kaplan (1996) se model. Daar sal aangevoer word dat Grabe en Kaplan se benadering 'n toepaslike raamwerk vir skryfonderrig is, aangesien dit die etnografie van skryf inkorporeer, wat meebring dat 'n gedetailleerde analise van tekste die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom, wanneer en hoe? Die gebruik van die etnografie van skryf in die analise van Xitsonga tekste volgens Grabe en Kaplan se model ondersoek ook faktore soos die kommunikatiewe doelstelling, kultuur en die gemeenskap waarin die teks geproduseer word. Hierdie vrae word ondersoek deur die analise van nege geskrewe toesprake in Xitsonga, waar die toespraak genre 'n identifiseerbare formaat het, insluitende 'n inleiding, 'n middel en 'n slot. Die studie ondersoek ook die verband tussen die etnografie van skryf, die Grabe en Kaplan teorie van tekskonstruksie, die leeruitkomste 4 en 5 van Graad 7, 8 en 9, en hulle verwante assesseringsstandaarde. Aandag word gegee aan voorgeskrewe tekste en die taksonomie van skryfvaardighede, kennis basisse en prosesse, met verwysing na die nege geskrewe tekste in Xitsonga. Die studie ondersoek vrae oor hoe Grabe en Kaplan se model effektief ingespan kan word in die analise van tekste binne die raamwerk van kurrikulum 2005 in die onderrig van taal. Die studie fokus voorts op die onderrig van Xitsonga as 'n taalvak binne 'n meertalige opvoedkundige stelsel. Daar word aangevoer dat ten einde Xitsonga terminologie te ontwikkel vir die onderrig van inhoudsvakke, moet die nodige hulpbronne daarvoor voorsien word. Daar word ook aangevoer dat Xitsonga as 'n taalvak in die onderrig van inhoudsvakke, in samehang met Engels vir laasgenoemde, oor die kurrikulum ten einde leer en onderrig te bevorder. Leerders wat Xitsonga as 'n eerste taal het, sal in staat wees om die skryfvaardighede wat hulle verwerf her in die onderrig van skryf in Xitsonga as 'n taalvak in hulle leer oar die kurrikulum.

Although Bernard Malamud's fiction has been frequently regarded as allegorical and symbolic, Malamud did not avoid the period's social issues in his works, such as the racial question and the changing nature of relationship between American Jews and African Americans. The present thesis aims to discuss Malamud's selected fiction dealing with Black- Jewish relations, namely short stories "Angel Levine," (1955) "Black Is My Favorite Color" (1963) and the novel The Tenants, (1971) and to place them into the context of Black-Jewish relations in the United States and of Black-Jewish literary dialogues and the tensions they express. It thus seeks to evaluate Malamud's role in the discourse of Black-Jewish relations in America. Calling upon a theoretical framework, outlined in chapter 2, based on philosophical and sociological findings of Judith Butler, John Searle, and Michael Omi with Howard Winant, the study examines the role of language and literature in constructing the Self and the Other (understood both as individual and collective identities, including categories of race and ethnicity), suggesting thus that literary texts, such as Malamud's selected fiction, are a part of discursive dialogue through and against which American Jews and Blacks construct their identities. Apart from the approaches to...

Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-15T16:51:45Z No. of bitstreams: 1 Natália Cristina de Almeida.pdf: 803179 bytes, checksum: 016f8c2bfdab10297cab7183e23fc691 (MD5) / Made available in DSpace on 2015-07-15T16:51:45Z (GMT). No. of bitstreams: 1 Natália Cristina de Almeida.pdf: 803179 bytes, checksum: 016f8c2bfdab10297cab7183e23fc691 (MD5) Previous issue date: 2014-03-26 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação investiga a noção de discurso na obra de Émile Benveniste. Partindo da declaração de Gérard Dessons (2006), que diz que Benveniste é o "inventor do discurso", este estudo tem como objetivo elucidar o lugar ocupado por esse conceito na obra benvenistiana. Para isso, empreende-se uma busca por referências a Benveniste no Dicionário de Análise do Discurso (CHARAUDEAU; MAINGUENEAU, 2008), assim como uma discussão acerca de pontos da sua Teoria da Enunciação que podem induzir o leitor a uma leitura indicialista. Discorre-se sobre a trajetória de Benveniste desde sua filiação a Saussure, passando pela sua ultrapassagem em relação ao mestre, até sua chegada ao conceito de língua-discurso. Esse conceito se define, nesse estudo, como o semiótico particular de cada locutor. A análise efetiva do termo discurso é realizada com base em um corpus teórico delimitado a partir de um percurso metodológico de leitura. Esse corpus é composto por nove textos de Problemas de Lingüística Geral I e II: Observações sobre a função da linguagem na descoberta freudiana (1956), A natureza dos pronomes (1956), Da subjetividade na linguagem (1958), Vista d'olhos sobre o desenvolvimento da lingüística (1963), Os níveis da análise lingüística (1964), A linguagem e a experiência humana (1965), A forma e o sentido na linguagem (1966), Semiologia da língua (1969) e O aparelho formal da enunciação (1970). A partir da análise desses textos, estabelece-se uma relação indissociável entre enunciação e discurso: são interdependentes, embora distintos. A análise permite concluir que o locutor, ao apropriar-se da língua-discurso, tira-a do estado de possibilidade, atualizando-a, convertendo-a em discurso pelo ato de enunciação, ou seja, implicando-se (inter)subjetivamente. O discurso define-se, assim, como a manifestação da enunciação, responsável por promover a experiência humana, que só encontra plenitude na e pela linguagem. / This dissertation investigates the notion of discourse in Émile Benveniste’s work. Starting from Gérard Dessons’s statement (2006), which says that Benveniste is the "inventor of discourse", this study aims to elucidate the place occupied by this concept in the benvenistian work. To do so, we undertake a search for references to Benveniste in the Dictionary of Discourse Analysis (CHARADEAU; MAINGUENEAU, 2008), as well as a discussion of points of his Theory of Enunciation that can lead the reader to an indicialist reading. We expatiate on Benveniste’s path from his affiliation with Saussure, through his overcoming of his master, until his arrival at the concept of language-discourse. This concept is defined in this study as the particular semiotic of each speaker. The effective analysis of the term discourse is performed based on a theoretical corpus delimited from a methodological path of reading. This corpus is composed of nine texts from Problems in General Linguistics I and II: Observations on the functioning of language in the freudian discovery (1956), The nature of pronouns (1956), Subjectivity in language (1958), A look at the development of linguistics (1963), The levels of linguistic analysis (1964), Language and human experience (1965), Form and meaning in language 1966), The semiology of language (1969), and The formal apparatus of enunciation (1970). From the analysis of these texts, we establish an inseparable relationship between enunciation and discourse: they are interdependent, but distinct. The analysis reveals that when the speakers appropriate language-discourse, they remove it from the state of possibility, actualizing it, converting it into discourse by the act of enunciation, ie, (inter)subjectively implying themselves. Therefore, discourse is defined as the manifestation of enunciation, responsible for promoting human experience, which only finds fulfillment in and through language.

That a link exists between language and culture has long been accepted; however, not only the extent, but also the exact nature of that link remains unclear. In recent years, rhetoricians have raised questions about how culture affects the patterns of organization and other rhetorical features of writing. At present, the search for answers to these questions is made difficult by the cultural bias imposed by the language of any analysis of writing that may be undertaken and by a lack of criteria that can be used in performing such an analysis.

Thesis (M.A. (Linguistics)) --University of Limpopo, 2011 / Xitsonga is one of the eleven official languages in South Africa. It is spoken mainly in three provinces, Gauteng, Limpopo and Mpumalanga, while English is a global language. Whenever two languages meet, challenges are evident in terms of communication. The study aim to analyse the impact of nonverbal communication in both English and Xitsonga cultures. Nonverbal communication accounts for 60 to 70 per cent of what people communicate. Furthermore, the study deals with the role of nonverbal communication as it shapes the perceptions of both the receivers and communicators’ personality. Categories of nonverbal communication have been investigated by exploring different intercultural dimensions which include nonverbal immediacy and non-immediacy behaviours, power, authority and status, power distance, responsiveness, high-context and low-context communication, individualistic or collectivistic cultures. In addition, the study explores facial expressions which, among others, include expression of emotions; the types of emotions; paralanguage; and factors that influence facial expressions; cultural display rules, eye contact and gaze. Also, the study gives attention to Facial paralanguage and facial reflexes. It has been discovered in the study that although English and Xitsonga cultures are related in some nonverbal communication aspects, there are other aspects that are culturally bound. The latter aspects require a serious scrutiny lest miscommunication and misinterpretation occur. In other words, culture cannot be taken for granted when it comes to nonverbal communication cues. Cultural display rules dictate responsiveness, attitudes, and perspectives of communicators’ perceptions.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-08-01T12:02:31Z No. of bitstreams: 1 arquivo total.pdf: 4007506 bytes, checksum: 926ba55a5fe863a316ee9efbdd404cff (MD5) / Made available in DSpace on 2016-08-01T12:02:31Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 4007506 bytes, checksum: 926ba55a5fe863a316ee9efbdd404cff (MD5) Previous issue date: 2015-09-29 / Our study aimed contribute to the literary literacy process of high school, so we propose a methodological procedure that track in ways that can collabore for the student to become a more autonym and critical reader, always trying to understand the function and literacy discouse of the paper, through the fundamental contributions of AD, as also motivate him to have aesthetic experience. The choice of the theme was given by observing that the students showed disinterest in reading and difficulties to understand the meaning of literary genres, likewise the literature develop an essential role for the subjects integral formation. Authors such as Maingueneau (1996), (1997) and (2012); Orlandi (2009); Cosson (2014a) and (2014b); Candido (1995) and (1999); Compagnon (2009), Jouve (2012) and Renato Melo (2005) among others, formed the theoretical basis for the development of this research, corroborating for the validation of the theme. The methodology used was action research, with lessons analysis; diary researcher; intervention; activities; questionnaire, interviews and production of text with 30 students of the third year of high school in a semi-comprehensive school in the metropolitan region of Recife. Based on interaction situations it was found that the practice of literary reading as well as its development is precious little accosted in class, reflecting in the lack of motivation of students to read as well as its analysis in parallel. From the experiences of interventions, we concluded that there was an awakening to the reading of literary genres, linking aesthetic pleasure to the need to generate knowledge (making it clear that is not given in a closed form, but unsettling), thus improving the literary formation of students as ti the vast majority changed the view analytical and conclusive for these texts. / O nosso estudo objetivou contribuir para o processo de letramento literário de estudantes do Ensino Médio, por isso propomos um procedimento metodológico que trilha por caminhos que possam colaborar para o discente tornar-se um leitor mais autônimo e crítico, buscando sempre compreender a função e o papel do discurso literário, através das contribuições basilares da AD, como também motivá-lo a ter experiência estética. A escolha do tema se deu por observar que os alunos apresentavam desinteresse pela leitura e dificuldades para compreender o sentido dos gêneros literários, bem como pela literatura desenvolver um papel essencial para a formação integral dos sujeitos. Autores como Maingueneau (1996), (1997) e (2012); Orlandi (2009); Cosson (2014a) e (2014b); Candido (1995) e (1999); Compagnon (2009), Jouve (2012) e Renato Melo (2005) entre outros, constituíram a base teórica para o desenvolvimento dessa pesquisa, corroborando para a validação da temática. Como metodologia, foi utilizada a pesquisa-ação, através da análise de aulas; diário da pesquisadora; intervenção; atividades; questionário, entrevistas e produção de texto com 30 alunos do terceiro ano do Ensino Médio em uma escola semi-integral da região metropolitana do Recife. Com base em situações de interação foi detectado que a prática da leitura literária como também seu desenrolar, é pouquíssimo abordado na sala, refletindo na falta de motivação dos estudantes em fazer a leitura bem como sua análise paralelamente. A partir das experiências vivenciadas nas intervenções, pudemos concluir que houve um despertar para a leitura dos gêneros literários, atrelando o prazer estético à necessidade de gerar conhecimento (deixando claro que não se dá de forma fechada, mas inquietante), melhorando assim, a formação literária dos estudantes, pois a grande maioria mudou a visão analítica e conclusiva para esses textos.

Orientador: Raquel Salek Fiad / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-05T11:03:31Z (GMT). No. of bitstreams: 1 Angelo_GrazielaLuccide_D.pdf: 1674970 bytes, checksum: 22dd75af2ea5aa73edf9bfb75f4977e6 (MD5) Previous issue date: 2005 / Resumo: Nos anos 1970 e 1980 foram publicados textos escritos por lingüistas e documentos oficiais voltados ao ensino de língua materna que apresentavam críticas ao ensino então existente e propunham um novo direcionamento a ele. A imagem de ensino tradicional de Língua Portuguesa construída nesses textos é a de um todo homogêneo, um ensino que se repetiu sem alterações. Essa imagem foi se transformando, ao longo das últimas décadas, em um conhecimento definitivo e tem possibilitado escrever a história desse ensino. O objetivo deste trabalho é investigar que outros sentidos podem estar vinculados ao ensino tradicional de Língua Portuguesa, além da imagem construída pelo saber acadêmico. Para recuperar essa imagem foram analisados seis textos de lingüistas, dois documentos oficiais voltados ao ensino de língua materna publicados nos anos 70 e 80. Para subsidiar a discussão, foram analisadas sete entrevistas realizadas com professoras de Língua Portuguesa, hoje aposentadas, que trabalharam na cidade de Campinas (SP), para compor uma imagem do ensino tradicional a partir de uma outra posição enunciativa. A abordagem adotada neste trabalho, sempre à procura dos pormenores, das singularidades, evidenciou que o ensino tradicional não pode ser compreendido como um lugar estável nem único. Sob a sua denominação geral se escondem etapas que se sucedem, cada uma delas trazendo pequenas alterações em relação à etapa anterior, que são acréscimos, ajustes para se adequar às exigências vividas em cada período. Longe de invalidar ou afastar a imagem científica hoje consagrada sobre esse ensino, este trabalho pretendeu chegar a um outro entendimento sobre o ensino tradicional / Abstract: In the 70¿s and 80¿s texts written by linguists and official documents related to the teaching of Portuguese as a mother language have been published with some criticisms to the way teaching was held and proposing a new direction. The image of the traditional methodology of teaching presented in those texts is one that privileges homogeneity, a teaching process that has been repeated without modifications. In the last decades, this image has been transformed making possible to write the history of this teaching. The objective proposed in this thesis is to investigate which other meanings may be linked to the traditional Portuguese language teaching, beyond the one constructed by academic knowledge. To recover that image, the analysis covered six texts written by linguists and two official documents published in the 70¿s and 80¿s. To support the discussion, seven interviews with Portuguese language teachers, now retired, that worked in Campinas (SP) were analyzed in order to understand teaching from another enunciatory point of view. The approach of this work made possible to highlight the unusual and singular, understanding the traditional methodology not as a stable nor unique point of view. Under this general terminology different stages are hidden each one bringing into light few modifications which are considered adjustments to the requirements of each period. The point presented here is not to invalidate nor to ignore the scientific knowledge that supports this teaching but to arrive at another understanding about the traditional way of teaching / Doutorado / Lingua Materna / Doutor em Linguística Aplicada