The diploma thesis "Media Coverage of Prague Public Transport Company" intends to describe the media image of the company in selected Czech dailies Metro, MF Dnes, Právo and Pražský deník during the years 2011 and 2012. A total of 680 articles were analyzed both quantitatively and qualitatively systematically describing their content during the period mentioned. The theoretical part introduces the reader to a broader context and serves as a platform anchoring the practical part. At first this part introduces the chosen methodology and then the results and interpretation. The quantitative content analysis explores how often and how much the topic appears in print media, its timing during the given period, and deals with researching of mainly published topics mentioned in press and their relationships in connection to Prague Public Transport Company. The thesis also focuses on the types of articles (hard news and soft news) and also examines which actors appeared in the selected newspapers. The next part deals with the linguistic interpretation of individual statements about Prague Public Transport Company, therefore, in what areas is the subject of analysis evaluated positively or negatively, on the basis of the attributes of language resources and comparison. The obtained data evaluation leads me...

The main aim of this study is to extend our current understanding of the linguistic characteristics of student-centred distance education texts. This aim links directly with the shift in South Africa from an objectivistic, content-centred teaching approach towards an outcomes-based, studentcentred one. Partly because few guidelines exist as to what the linguistic characteristics of student-centred texts are, developers of such texts in a distance education environment face many challenges and thus, a secondary, more indirect aim of this study is to benefit developers of distance education study materials. In view of the educational context in which the study is situated, a brief overview of some of the most relevant pedagogic perspectives underlying the notion of student-centredness is provided. Student-centredness is then interpreted in terms of Biber's (1988) construal of `involvement' and also in terms of Systemic Functional Linguistics (SFL): more particularly, the interpersonal discourse semantic metafunction of SFL and on insights developed in Appraisal Theory. The focus of the study is thus on `involvement' and the expression of evaluative stance, and consequently on attitudinal language through `involvement' features. Of particular interest to the present study is how learning is advanced through the use of attitudinal language. The data for the study include six print-based distance education teaching texts (study guides) from three different academic departments at the University of South Africa. Two guides from each department are analysed and compared: one developed by way of a content-centred approach to teaching and the other by way of a student-centred approach. The linguistic construal of evaluative stance in these guides is analysed and interpreted in interpersonal terms. The thesis develops a theoretically motivated explanation of the linguistic characteristics of student-centred distance education texts, and in the process provides evidence of the interpersonal and pedagogic relevance of evaluative stance in the context of distance education. Some of the main conclusions reached are that student-centred texts differ from contentcentred ones with regard to: the extent to which the social presence of discourse participants is signalled in such texts; the extent to which solidarity is negotiated with students; the participation of students in the knowledge construction process; the relationship that prevails between lecturers and students; and the identity developed for both students as well as lecturers. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

It is a central claim of modern linguistic theory that linguists do not prescribe, but describe language as it is, without pronouncing on correctness or judging one variety better than another. This attempt to exclude evaluation is motivated by a desire to be ' politically correct', which hinders objective analysis of language, and by an ill-advised imitation of the natural sciences, which obstructs the discipline's progress towards becoming a science in its own right. It involves linguists, as users of a valued variety, in self-deception and disingenuousness, distances them from the concerns of the ordinary language user, and betrays a failure to understand the involvement of social values in language, the nature of language itself, and the limits of linguistic science. On a wider scale, linguistics reflects society's devaluing and mechanisation of language. Despite growing concern expressed in the literature, and the incoherence that becomes apparent when linguists attempt to address social problems using a theory that regards language as an autonomous object, newcomers to the discipline continue to be taught that anti-prescriptivism is the natural corollary of a scientific approach to language. This thesis suggests that the way out of these difficulties is to rethink the meaning of ' theory' in linguistics. If we take the reflexivity of language seriously, building on M.A.K. Halliday's notion of 'linguistics as metaphor', we are reminded that a linguistic theory is made of language. Metalanguage must use the experiential and interpersonal meaning-making resources of everyday language. It follows that a linguistic theory cannot escape being evaluative, because evaluation is an inherent part of interpersonal meaning. If we fail to notice our own metalinguistic evaluation, this is because language disguises its evaluative meanings, or perhaps we are just not used to thinking of them as part of the grammar. To achieve clarity about the involvement of value in language, we need to turn our metalanguage back on itself - 'using the grammar to think with about the grammar' . Some ways of doing this are demonstrated here, turning the resources of systemic functional linguistics on linguists' own language. The circularity of this process should be seen not as a drawback but as a salutary reminder that linguistics is an interpretive rather than a discovery process. This knowledge should help us revalue language and make a place for evaluation in linguistic theory, paving the way for a socially responsible and productive linguistics.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-01-08T16:44:01Z No. of bitstreams: 1 IRANEIDE MARIA DE MELO - DISSERTAÇÃO PROFLETRAS 2015..pdf: 2697220 bytes, checksum: 2034b864bd6c2624489aada85bfb6da6 (MD5) / Made available in DSpace on 2018-01-08T16:44:01Z (GMT). No. of bitstreams: 1 IRANEIDE MARIA DE MELO - DISSERTAÇÃO PROFLETRAS 2015..pdf: 2697220 bytes, checksum: 2034b864bd6c2624489aada85bfb6da6 (MD5) Previous issue date: 2015-11-24 / Capes / O presente trabalho traz uma abordagem teórica sobre o variacionismo do Português Brasileiro (PB), e das variantes sociais estigmatizadas, com ênfase à regional nordestina, como também uma discussão em relação à função do novo professor de Português frente à indicação dos PCNs (1998), no que concerne à valorização da identidade linguística, com focalização nas competências comunicativas do sujeito e a diversidade linguística, como também o uso do texto, não para abordar a Gramática, mas para refletir sobre a Língua e as linguagens (BAGNO, 2002). Mostrar-se-á também que páginas do Facebook podem ser instrumento de análises linguísticas nas aulas de Língua Portuguesa. Com efeito, a fanpage do “Bode Gaiato” foi utilizada para tal intento numa experiência com sequência didática (SD) aplicável em turmas do ensino Fundamental. Para tanto, utilizou-se aqui, como base teórica, textos de Bagno (2002, 2004, 1999), Bortoni-Ricardo (2004, 2013), Mattos e Silva (2004, 2013), assim como de outros. Intencionou-se, para ter esses resultados, abordar, através de posts do ‘Bode Gaiato’ (fanpage do Facebook), o variacionismo da nossa língua, em todos os seus aspectos, assim como trabalhar com a valorização da identidade linguística do aluno, desmistificando o preconceito das nossas variantes estigmatizadas, tudo isso com a utilização de uma SD elaborada e possibilitada pelo trabalho com análises linguísticas de postagens desta fanpage, onde se pôde perceber a viabilidade lúdica que o uso de Tecnologias da Informação e Comunicação pode proporcionar às aulas de Língua Materna. Com a execução dessa proposta, foi possível refletir sobre a variante nordestina, assim como uma pequena abordagem de outras, quando aplicados os módulos sequenciais que trabalham, através dos textos da fanpage em questão, aspectos fonéticos, mórficos, semânticos e culturais destes textos. Também se pôde compreender que o uso de SDs para trabalhar conteúdos através da análise linguística de textos é uma prática proveitosa de utilizar meios virtuais. Concluiu-se, então, com essa investigação, que ‘os gêneros’ do Facebook podem ser utilizados na abordagem de seus aspectos linguísticos no concernente às marcas fonético-estruturais e semânticas, desmistificando o preconceito em relação às variantes estigmatizadas. Nos ‘posts’ do “Bode Gaiato” são encontradas todas essas marcas da variedade regional nordestina, assim como signos não verbais (imagens) que complementam o reflexo dessa variante do PB. Para finalizar, posso dizer que o trabalho com as características linguístico-textual dessa página, por meio da utilização de dispositivos móveis (no Facebook), em sala de aula, possibilita ao professor abordar as variantes linguísticas do nosso idioma, conscientizando o aluno da sua identidade linguística, assim como é possível desconstruir a ideia de ‘certo ou errado’ e levar o aluno a refletir sobre a Língua, entendendo que existem adequações de usos sociais para a linguagem e que se apoderar da propriedade de uso das variantes é dispor de um passaporte à igualdade de direitos e à cidadania. / This paper presents a theoretical approach to variacionismo the Brazilian Portuguese (PB), and stigmatized social variants, with emphasis on the Northeast Regional, as well as a discussion regarding the role of the new teacher of Portuguese front of the indication of PCNs (1998) , regarding the enhancement of the linguistic identity, with a focus on communication skills of the subject and linguistic diversity, as well as the use of text, not to address the grammar, but to reflect on the language and languages (BAGNO, 2002). It will show also that Facebook pages can be an instrument of linguistic analyzes in Portuguese classes. Indeed, the fanpage "Bode Gaiato" was used for this purpose in an experiment with didactic sequence (SD) applicable in elementary school classes. Therefore, it was used here as a theoretical basis, Bagno texts (2002, 2004, 1999), Bortoni-Ricardo (2004, 2013), Mattos and Silva (2004, 2013), as well as others. is purposed-to have these results, addressing, through posts of 'Bode Gaiato' (fanpage Facebook), the variacionismo of our language in all its aspects, as well as working with the appreciation of the linguistic identity of the student, demystifying the prejudice of our stigmatized variants, all with the use of a SD prepared and made possible by working with linguistic analysis of posts this fanpage, where he could see the playful viability that the use of Information and Communication Technologies can provide the language lessons Materna. With the implementation of this proposal, it was possible to reflect on the northeastern variant, as well as a small approach other when applied sequential modules that work through the fanpage of the texts in question, phonetic aspects, morphic, semantic and cultural of these texts. Also could understand that the use of SDs to work content through linguistic analysis of texts is a useful practice of using virtual media. It was, then, with this research, that 'genres' of Facebook can be used in addressing their linguistic aspects in regarding the phonetic-structural and semantic tags, demystifying the bias towards stigmatized variants. In 'posts' of the "Bode Gaiato" are found all these brands of the northeastern regional variety, as well as non-verbal signs (images) that complement the reflection of this variant of the PB. Finally, I can say that working with the linguistic-textual features of this page, through the use of mobile devices (on Facebook), in the classroom, allows the teacher address the linguistic variants of our language, aware the student of his linguistic identity, as it is possible to deconstruct the idea of 'right or wrong' and lead the student to reflect on the language, understanding that there are adaptations of social uses for the language and take over the use of variants property is to have a passport to equality of rights and citizenship.

O tema hipertexto tem figurado como frequente ponto de discussão por parte da Linguística. Ainda assim, há pouca clareza quanto ao seu conceito. Flutuações terminológicas e descrições pouco ou muito específicas impedem uma consistência maior de hipertexto e hipertextualidade. Dessa forma, a presente dissertação procura compilar as principais ideias relatadas sobre o tema, principalmente em contexto nacional, para então discuti-las. Os conceitos são separados com base nos problemas recorrentes de descrição, sendo eles o problema da natureza, o problema da fronteira e o problema da vagueza. Alguns dos autores contemplados são Coscarelli, Gomes, Koch, Lobo-Sousa, Marcuschi e Xavier, e considerações de Nelson sobre o tema são trazidas para o centro da discussão. Posteriormente, as categorias pelas quais o hipertexto é comumente definido são discutidas uma a uma, com base em Koch, Komesu e Marcuschi. Por fim, disserta-se sobre a relação entre hipertexto e realidade aumentada, tomando como alicerce Mann, Manovich e Nelson. Propõe-se a realidade aumentada como melhor exemplo de hipertexto contemporâneo devido às suas características dinâmicas e também ao diálogo para com o espaço físico, o qual remete à transclusão imaginada por Nelson. / The subject hypertext has been the centre of recurrent discussions in Linguistic. In spite of that, there has not been a lot of clarity in regards to its concept. Terminological fluctuation and too vague or too specific descriptions prevent bigger consistency about hypertext and hypertextuality. Therefore, the present dissertation aims to compile the principal ideas written about the subject, mainly in a national context, to discuss them afterwards. Such concepts are divided by the recurrent problems found in their descriptions, being the nature problem, the boundary problem and vagueness problem. Some of the commented authors are Coscarelli, Gomes, Koch, Lobo-Sousa, Marcuschi e Xavier, and considerations from Nelson about the subject are taken to the centre of the discussion. Posteriorly, the categories through which hypertext is commonly defined are discussed one by one, based on Koch, Komesu e Marcuschi. Lastly, the connexion between hypertext and augmented reality is addressed, starting from Mann, Manovich e Nelson. Augmented reality is proposed as the best example of hypertext because of its dynamic features, and also because of the relation kept with physical space, which itself recalls the transclusion as imagined by Nelson.

The objective of this dissertation is to analyze the popular party of dirty-Lambe and caboclinhos city Laranjeiras through a bias-discursive language, using it for the articulation between different areas of knowledge, such as the very language, history the collective memory and discourse analysis. Aiming to establish new counterpoints to monologic discourse than would be the party to that community, as well as trying to identify under festive two concepts used by Russian thinker Mikhail Bakhtin, who would dialogism and polyphony. The study was based on the observation that during the party, which is the war between two distinct ethnic groups, which would be known as blacks lick dirty and the Indians called caboclinhos. During the encounter, not only physical, but also discursive both groups waging a struggle dialogical, which brings up the concepts coined by Bakhtin, dialogism and polyphony, which rest in a universe where the inversion takes account of the life of brincantes, resuming another concept that can not be discarded in this study, which would be carnivalization bakhtininiana. The investment in relation to the openness of brincantes during the celebration and reception of the public promoting dialogism and polyphony desired, with the inclusion of otherness discourse, and the expressions of the views of the spectators, reinforcing the notion of a collective identity for that community, conveyed through the feast of dirty-Lambe and Caboclinhos. The text explains and reflects on the discursive universe that opens during the presentation of groups, finally proving the hypothesis of work. In short, when it comes to results on the proposed topic, it appears that the party promotes an annual turnover and continuous construction and reconstruction of identity made possible by the roles played by the party brincantes, who converted to participants and / or interactors, cumulatively renew , expand and problematize the notion of identity through a popular festival like the one in question. / O objetivo dessa dissertação é analisar a festa popular dos Lambe-Sujos e caboclinhos da cidade de Laranjeiras através de um viés linguístico-discursivo, utilizando-se para isso a articulação entre áreas distintas do conhecimento, como por exemplo, a própria linguística, a história, a memória coletiva e a análise do discurso. Com o objetivo de, estabelecer novos contrapontos ao discurso monológico do que seria a festa para aquela comunidade, bem como tentar identificar no âmbito festivo dois conceitos utilizados pelo pensador russo Mikhail Bakhtin, que seriam o dialogismo e a polifonia. O estudo partiu da observação de que durante a festa, que representa a guerra entre duas etnias distintas, que seriam os negros conhecidos como lambe-sujos e os índios chamados de caboclinhos. Durante o embate não só físico, como também discursivo os dois grupos travam um embate dialógico, que traz à tona os conceitos cunhados por Bakhtin, o dialogismo e a polifonia, que se apóiam em um universo onde a inversão toma conta da vida dos brincantes, retomando outro conceito que não pode ser descartado nesse estudo, que seria a carnavalização bakhtininiana. O investimento com relação aos graus de abertura dos brincantes durante o festejo e a recepção do público promovem o dialogismo e a polifonia almejados, com a inclusão da alteridade discursiva, das expressões e dos pontos de vista dos espectadores, reforçam a noção de uma identidade coletiva para aquela comunidade, veiculada através da festa dos Lambe-Sujos e Caboclinhos. O texto explicita e reflete sobre o universo discursivo que se abre durante a apresentação dos grupos, comprovando por fim a hipótese do trabalho. Em suma, no que tange aos resultados sobre o tema proposto, conclui-se que a festa promove um movimento anual e contínuo de construção e reconstrução identitária possibilitado pelos papéis exercidos na festa pelos brincantes, que convertidos em participantes e/ou interatores, cumulativamente renovam, expandem e problematizam a noção de identidade através de uma festa popular como a citada em questão.

The aim of this study is to offer a new perspective on both interpersonal communication andcomputer-mediated communication (CMC), by means of conducting a pragma-linguisticanalysis and comparison of a semi-threaded discussion forum and a fully threaded discussionforum; analysing features such as linguistic markers, dialogic listening, politeness, cooperation,elaborate or laconic greetings, farewell expressions and other conversational rituals. Aqualitative study was conducted, employing two methods of gathering data: (a) participantobservation and (b) document and material analysis. The major question for discussion in thisstudy is whether there are any differences with respect to linguistic and non-linguistic featuresbetween the semi-threaded and fully threaded forums? The study concludes that there aredifferences in linguistic and non-linguistic features between semi-threaded and fully threadedforums, but these differences are minimal and can more likely be attributed to the forum subjectmatter and social context than to the forum structure itself.

This work is an essay on the reference of names in language and thought. According to the Theory of Direct Reference, nowadays dominant in philosophy of language, the semantic content of a proper name is directly its referent (Chapter 1).<p>Nevertheless, despite its current fame, this theory must face two major difficulties, familiar since Frege and Russell: the Co-Reference and the No-Reference Problems. The traditional response to these problems consisted precisely in abandoning Referentialism in favour of a version of Descriptivism according to which the semantic content of a proper name would be, not its referent, but a descriptive condition (Chapter 2).<p>However, it is also this traditional version of Descriptivism that the arguments offered by the pioneers of modern Referentialism—including Kripke, Putnam, and Kaplan—have largely discredited (Chapter 3).<p>The theoretical tools developed within the framework of possible worlds semantics enable to restate the problems generated by Referentialism in terms of the opacity of linguistic intensions and Modal Illusions (Chapter 4).<p>At this stage, our semantic theory of names seems to have reached a dead end: on the one hand, modern Referentialism recreates the problems which classical Descriptivism was meant to solve, but, on the other hand, this kind of Descriptivism appears to be refuted by the argumentation of new Referentialists. A common reaction, then, has been to devise more complex semantic theories purporting to combine Referentialism with crucial features from Descriptivism. However, a careful examination reveals that the various versions of this strategy fail (Chapter 5).<p>Another type of reaction, also ecumenical, has been to draw a distinction between two kinds of contents which would be associated with names and the sentences in which these occur: while the first kind of content would be descriptive, the second would be referential. The Two-Dimensionalist framework has received several interpretations (pragmatic, semantic, metasemantic); but a new construal, metasyntactic, is defended in this work (Chapter 6).<p>The metasyntactic interpretation of Two-Dimensionalism allows for a radical gap between language and thought: while the thoughts of their users can remain descriptive, names are supposed to achieve direct reference by themselves, and independently of the mental states of their users. Hence, names must be regarded as objects living in the external world, on a par with other ordinary objects like trees or chairs, and not as mental objects. An Externalist metaphysics of names is then submitted, as well as a corresponding epistemology, according to which external names are described in the mind through a description of their reference (Chapter 7).<p>The general strategy pursued in this work amounts to combining a Theory of Direct Reference in language with a Descriptivist (hence, Internalist) account of thought. Also, certain influential arguments — notably devised by Burge — intended to support Mental Referentialism (hence, Externalism) beyond Linguistic Referentialism, are rejected; it is moreover argued that a Non-Descriptivist conception of the mental is incapable of securing the introspective transparency of thoughts, which, however, seems indispensable, among other things in order to solve and even pose the Co-Reference and the No-Reference Problems (Chapter 8).<p><p>----------<p><p>Ce travail est un essai sur la référence des noms dans le langage et la pensée. Selon la Théorie de la Référence Directe, aujourd'hui dominante en philosophie du langage, le contenu sémantique d'un nom propre est directement son référent (Chapitre 1).<p>Or, malgré son succès récent, cette théorie Référentialiste se heurte à deux obstacles majeurs, reconnus depuis Frege et Russell : les Problèmes de la Co-référence et de la Non-Référence. La réponse traditionnelle à ces problèmes consistait précisément à abandonner la conception Référentialiste en faveur d'un Descriptivisme selon lequel le contenu sémantique d'un nom propre serait, non pas son référent, mais une condition descriptive (Chapitre 2).<p>Toutefois, c'est aussi ce Descriptivisme traditionnel que les arguments formulés par les hérauts du Référentialisme moderne—dont Kripke, Putnam, et Kaplan—ont largement discrédité (Chapitre 3).<p>Les outils théoriques développés dans le cadre de la sémantique des mondes possibles permettent de reformuler les problèmes générés par le Référentialisme en termes d'opacité des intensions linguistiques et d'Illusions Modales (Chapitre 4).<p>A ce stade, la théorie sémantique des noms semble dans une impasse : d'une part, le Référentialisme moderne recrée des problèmes que le Descriptivisme classique devait résoudre, mais d'autre part, ce Descriptivisme paraît bel et bien réfuté par l'argumentation des Référentialistes. Aussi, une réaction commune a été de chercher à concilier le Référentialisme et une forme de Descriptivisme au sein d'une même théorie sémantique. Cependant, un examen approfondi révèle que les différentes versions de cette stratégie échouent (Chapitre 5).<p>Une autre réaction, elle aussi œcuménique, a été d'opérér une distinction entre deux types de contenus qui seraient associés avec les noms et les phrases dans lesquels ceux-ci figurent : le premier contenu serait descriptif, tandis que le second serait référentiel. Le cadre offert par un tel Bi-Dimensionnalisme a reçu plusieurs interprétations très différentes (pragmatique, sémantique, métasémantique) ; mais c'est une nouvelle version, métasyntaxique, qui est défendue dans ce travail (Chapitre 6).<p>Le Bi-Dimensionalisme métasyntaxique autorise une séparation radicale entre langage et pensée : tandis que les pensées de leurs utilisateurs peuvent rester descriptives, les noms sont censés référer directement par eux-mêmes, indépendamment des états mentaux de leurs utilisateurs. Dès lors, les noms doivent être considérés comme des objets appartenant au monde extérieur, au même titre que des objets ordinaires tels que les arbres ou les chaises, et non comme des objets mentaux. Une métaphysique externaliste des noms est proposée, ainsi qu'une épistémologie assortie, selon laquelle les noms externes sont décrits dans l'esprit à travers une description de leur référence (Chapitre 7).<p>La stratégie générale qui est défendue dans ce travail revient à combiner une Théorie de la Référence Directe dans le langage avec une conception Descriptiviste (et donc, Internaliste) de la pensée. Aussi, certains arguments influents — émis par notamment Burge — censés établir un Référentialisme non seulement linguistique mais aussi mental (et donc, un Externalisme) sont rejetés ; il est en outre défendu qu'une vision Non-Descriptiviste du mental apparaît incapable de garantir la transparence introspective des pensées, cependant indispensable, notamment pour résoudre et même poser les Problèmes de Co-Référence et de Non-Référence (Chapitre 8). / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished

Notre propos consiste à décrire et à analyser certains témoignages recueillis par la Fondation Auschwitz en nous inspirant des recherches menées, notamment, en sociolinguistique, en ethnographie de la communication, en pragmatique, en Analyse des Conversations et en Analyse du Discours. Il s’agit, en d’autres termes, d’évaluer l’incidence que revêt, au niveau linguistique, l’inscription de la parole des témoins dans des matrices socio-discursives et interactionnelles particulières (discours oral, témoignage, entretien filmé, récit de l’expérience concentrationnaire). Pour cette étude, nous avons donc privilégié une approche transversale des données qui consiste à observer de manière circonstanciée, et à recenser statistiquement, un ensemble bien cerné de phénomènes microdiscursifs de surface :certains mots du discours (connecteurs et autres marqueurs discursifs) et certaines séquences discursives spécifiques (interventions des interviewers, gloses, séquences justificatives, etc.). Bien qu’elle se veuille principalement inductive et descriptive, notre démarche consistera à pratiquer un va-et-vient incessant entre une observation micro-analytique et une mise en perspective macro-analytique. En somme, partant de phénomènes très fins, nous aimerions décrire ce qui fait, globalement, la particularité de nos données, caractériser le comportement interactionnel et discursif de nos témoins et, ainsi, mettre en évidence certaines des régularités qui relient entre eux les divers objets de notre corpus. En d’autres mots, nous aimerions montrer comment l’examen des phénomènes microlinguistiques permet d’appréhender des mécanismes plus généraux. Les niveaux d’analyse micro- et macro-discursifs, loin de fonctionner de manière dichotomique comme c’est habituellement le cas, seront donc envisagés de manière interdépendante. <p>Notre dissertation s’articule en cinq grandes parties, qui abordent toutes, peu ou prou, la notion de genre. Nous commençons (partie I) par envisager cette question de manière frontale, en essayant de définir le concept de genre en termes théoriques. Il s’agit d’expliquer clairement en quoi la problématique de l’appartenance générique peut s’avérer pertinente pour l’appréhension et la description de nos données. Dans la deuxième partie de ce travail, nous offrons une caractérisation très générale et succincte des récits sur la Shoah. Nous soulignons, notamment, les particularités nées du contexte politique et socioculturel où ces textes ont été produits. Ces précisions nous permettent de présenter plus en détail nos propres données, et de les comparer aux autres témoignages relatifs au phénomène concentrationnaire. Entrant ensuite dans le vif du sujet, nous consacrons notre troisième partie à la dimension testimoniale des données. Dans un premier temps, nous essayons de définir la notion même de témoignage, en cernant le plus précisément possible les contraintes définitoires propres à l’énonciation testimoniale et les questions épistémologiques qu’elles peuvent engendrer. Dans un second temps, et en accord avec notre projet méthodologique, nous relevons et analysons un certain nombre d’indices linguistiques qui nous paraissent spécifiques du discours testimonial. Dans la quatrième partie, qui se veut plus personnelle, nous nous attardons sur la dimension interactionnelle de notre corpus. Nous commençons par décrire les aspects liés à l’organisation structuro-séquentielle des interactions, en présentant deux modèles d’analyse élaborés à cet effet :le système de prise de tour et le modèle des paires adjacentes. Nous décrivons ensuite, dans ce cadre, les traits caractéristiques propres au format de l’interview. Enfin, grâce à l’analyse – qualitative et quantitative – à la fois des interventions produites par les interviewers et de certains marqueurs microdiscursifs utilisés par les interviewés, nous nous efforçons non seulement de cerner les phénomènes microdiscursifs propres au mode interactionnel de l’entretien, mais aussi de souligner, de façon peut-être paradoxale, les transgressions qui s’observent par rapport à ce format prédéterminé. Ce faisant, nous rejoignons nos réflexions antérieures sur l’instabilité inhérente à la notion de genre. Pour boucler la boucle, nous revenons sur cette question dans notre cinquième partie, où nous illustrons les réussites et les échecs discursifs de nos témoins par l’analyse détaillée de trois extraits qui mettent en évidence les défis rhétoriques liés à la complexité générique des discours envisagés. / Doctorat en philosophie et lettres, Orientation linguistique / info:eu-repo/semantics/nonPublished

Made available in DSpace on 2017-06-01T18:24:43Z (GMT). No. of bitstreams: 1 heloisa_pedrosa_mafra.pdf: 26136807 bytes, checksum: 4c05054c3f24b579b73221f47cdeacab (MD5) Previous issue date: 2012-11-05 / This work shows the entries of the oral language perceived in advertising campaigns of educational institutions, on billboards, advertising its courses, with the purpose of interacting with their consumer audience. As linguistic contribution, the work is based on the teachings of Marcuschi, in Textual Linguistics, and in Koch theoretical proposals, aiming at the investigation of Intertextuality in building expressive outdoor, on texts produced by different schools. It also sought to examine how these messages are elaborated to the dissemination of services offered in different billboards, identifying the characteristics of the genre as well as the importance of understanding and acceptance by the target audience. The work has as goal the provision of data for the study on the preparation of billboards. So, it was observed details of expressions, in addition to the lexical choices carried out to draw the attention of the reading public, the offers in different courses. In addition, it was observed how messages are targeted to a specific audience, making use of a proper language, aiming to the enthusiasm and satisfaction of the target audience, in location, time and purpose in disclosure. / No presente trabalho, buscou-se mostrar as inscrições da linguagem oral percebidas nas mensagens de campanhas publicitárias de Instituições de Ensino, em outdoors, com propaganda de seus cursos, com vistas a uma interação com seu público consumidor. Como contribuição linguística, o trabalho se apoia nos ensinamentos de Marcuschi (2008), para auxiliar a esclarecer definições dos gêneros textuais, que permitam responder algumas características de apresentação textual, e nas propostas teóricas de Koch (2002), com vistas à investigação da intertextualidade na construção expressiva do outdoor, em textos produzidos por diferentes escolas. Buscou-se, ainda, analisar a forma como essas mensagens são elaboradas para a divulgação dos serviços ofertados nos diferentes outdoors, que identificam as características do gênero, bem como a importância da compreensão e aceitação pelo público alvo. O trabalho teve como meta o fornecimento de dados para o aprofundamento sobre a elaboração de mensagens publicitárias. Com a análise, foi possível observar como as mensagens são direcionadas a um público específico, através do uso de uma linguagem adequada, considerando-se local, tempo e finalidade na divulgação. Foram identificadas, alterações nos processos de coesão textual, dos tipos remissão e sequenciação, reiteração e colocação, e, ainda, a ambiguidade como intencionalidade proposital na comunicação, direcionada a cada público específico por Faculdades e Universidades, Cursos Técnicos, Formação Escolar e Cursos de Línguas.