This study, based on interviews with seven teachers of Swedish, investigates how they define the concept of text interpretation and how they assess pupils’ ability to interpret text. The results show that the teachers define text interpretation as an ability to perceive hidden messages in text and an ability that is closely connected to reading comprehension. This description agrees with the way text interpretation is explained in previous research but not with the description in the curriculum. This is a defect, since teachers ought to know what they are supposed to assess, based on the steering documents they are expected to follow in their professional practice. Here, however, the teachers’ assessment skills are shown to be an asset. When teaching literature the teachers say that they normally use dialogue and written assignments in which pupils reason on the basis of the content of the text and their personal experience. The forms of assessment are summative and formal, although it seems difficult to use fixed answer templates for reasoning in contexts like this where it is not clear what can be said to be right or wrong. Summative assessment, however, seems more reliable and credible than formative assessment. A picture thus emerges of the difficulty of assessing text interpretation which is simultaneously multivalent and reliable. / Denna studie är grundad på intervjuer av 7 svensklärare i syfte att undersöka hur de definierar begreppet texttolkning och hur de bedömer elevers förmåga att tolka text. I resultatet framgår att lärarna definierar texttolkning som en förmåga att uppfatta dolda budskap i text och en förmåga som är nära sammankopplad med läsförståelse. Denna beskrivning stämmer väl överens med hur texttolkning förklaras i tidigare forskning men inte med den beskrivning som framkommer i läroplanen. Detta är en brist då lärare bör veta vad de ska bedöma, utifrån styrdokument de ska utgå från i sin yrkesutövning. Här framstår dock lärares bedömningsfärdighet som en tillgång. Vid litteraturundervisning säger lärarna att de vanligen tillämpar dialog och skriftliga inlämningsuppgifter, med resonemang utifrån både textens innehåll och personliga erfarenheter. Bedömningsformerna är summativa och formella, även om fasta svarsmallar ter sig svåra att använda vid resonemang, då det i dessa sammanhang inte tydligt framgår något som med säkerhet kan sägas vara rätt eller fel. Summativ bedömning ter sig dock mer tillförlitlig och trovärdig vid en bedömningssituation, jämfört med formativ. Här framkommer således en bild av att det är svårt att bedöma texttolkning som på samma gång är flertydig och tillförlitlig.

Les compétences sont des objets de gestion complexes mais indispensables à l’employeur pour spécifier ses besoins et au travailleur pour tracer son profil. Agrégées en postes, emplois, métiers, elles forment des cadres transactionnels dans un espace constitué d’objets abstraits et de leurs liens. Cette thèse vise à affirmer la centralité d’un dispositif cartographique à travers l’examen : des bénéfices d’une mise au net de cet espace, notamment face à la transformation numérique ; du recours indispensable à un artefact médiateur technologique ; du rôle de cartographe, le maître d’oeuvre de la fonction RH, investie de la médiation et de la régulation sociales. La recherche s’appuie sur un parcours professionnel dans le domaine RH et, sur le plan méthodologique, croise les besoins de la gestion des compétences avec les apports de la cartographie moderne. Elle aboutit à une proposition méthodologique pour cartographier des espaces abstraits, appuyée par un démonstrateur internet SaaS. / Skills are complex management objects which are essential to define employers’ needs and draw one’s profile and wishes. Aggregated in positions, jobs, professions, they form a transactional framework in a space of abstract artefacts and their links. This thesis aims to assert the centrality of a mapping device by examining: the benefits of a clearing of this space, especially trough digital transformation; the indispensable support of technological artefacts to help a person or a group, to identify, decide, evolve in this space; the role of cartographer to be taken by the human resources function. The research is based on a professional career in the field of human resources and methodologically, crosses needs around the notion of competence with the contributions of modern cartography (GIS, geomatics, data visualisation). It leads to a synthesis by the design of a SaaS platform demonstrator, and a cartographic methodology for abstract space.

Este trabajo presenta un estudio empírico del uso y función del metalenguaje en el conocimiento científico experto y los lenguajes de especialidad en lengua inglesa, con especial atención al establecimiento, modificación y negociación de la terminología común del grupo de especialistas de cada área. Mediante enunciados discursivos llamados Operaciones Metalingüísticas Explícitas se formaliza y analiza el carácter dinámico de las estructuras conceptuales científicas y los sublenguajes que las vehiculan.Por otro lado, se presenta la implementación de un sistema automático de extracción de información metalingüística en textos de especialidad. El sistema MOP (Metalinguistic Operation Processor) extrae enunciados metalingüísticos y definiciones de documentos especializados, utilizando tanto autómatas de estados finitos como algoritmos de aprendizaje automático. El sistema crear bases semi-estructuradas de información terminológica llamadas Metalinguistic Information Databases (MID), de utilidad para la lexicografía especializada, el procesamiento del lenguaje natural y el estudio empírico de la evolución del conocimiento científico, entre otras aplicaciones. / This work presents an empirical study of the use and function of metalanguage in expert scientific knowledge and special-domain languages, with special focus on how each field's terminology is established, modified and negotiated within the group of experts. Through discourse statements called Explicit metalinguistic Operations the dynamic nature of conceptual structures and the sublanguages that embody them are formalized and analyzed.On the other hand, it presents a system implementation for the automatic extraction of metalinguistic information from specialized texts. The Metalinguistic Operation Processor (MOP) system extracts metalinguistic statements and definitions from special-domain documents, using finite-state machinery and machine-learning algorithms. The system creates semi-structured databases called Metalinguistic Information Databases (MID), useful for specialized lexicography, Natural Language Processing, and the empirical study of scientific knowledge, among other applications.

L’étude retrace l’histoire de la première nomenclature grammaticale officielle en France, depuis les premiers débats publics sur la nécessité d’une simplification et d’une unification terminologiques (à partir de janvier 1905) jusqu’à la promulgation des trois textes officiels que sont l’arrêté du 25 juillet 1910 (qui fixe la liste des termes grammaticaux dont la connaissance est exigible dans les examens et concours de l’enseignement primaire et de l’enseignement secondaire) ainsi que la circulaire du 28 septembre 1910 et la note du 21 mars 1911 (qui précisent la manière dont doit être mis en œuvre l’arrêté). L’étude soulève des enjeux politiques, théoriques et épistémologiques : la simplification et l’unification des nomenclatures grammaticales répond à la volonté de l’État d’améliorer la maitrise de la langue nationale et d’unifier son enseignement sur tout le territoire ; l’élaboration de la nomenclature révèle les problèmes posés par l’analyse des constructions verbales et de la phrase complexe au début du XXe siècle ; la réforme des nomenclatures met en lumière la tension entre un idéal terminologique et la réalité des pratiques. Ces enjeux croisent à tous moments des questionnements d’ordre didactique : sur la place d’un enseignement explicite de la grammaire dans l’enseignement de la langue, sur les relations que les savoirs scolaires entretiennent avec les savoirs savants ou encore sur les limitations imposées par ce qui peut être enseigné. / This study recounts the history of the first official grammatical nomenclature in France, since the first public debates on the necessity of a terminological simplification and unification (from January 1905) to the promulgation of the three official texts that are the decree of the 25th of July 1910 (that fixes the list of the grammatical terms that have to be known in the exams and examinations of both primary and secondary educations) as well as the circular of the 28th of September 1910 and the note of the 21st of March 1911 (that both explain how the decree has to be implemented). The study raises political, theoretical and epistemological issues: the simplification and unification of grammatical nomenclatures encounter the State’s will to improve the command of the national language and to unify education on the entire territory; the elaboration of the nomenclature reveals the problems caused by the analysis of verbal constructions and the complex sentence at the beginning of the 20th century; the reform of the nomenclatures highlights the tension between a terminological ideal and the reality of practices. These issues consistently intersect with didactic questions: on the place of an explicit teaching of grammar in the teaching of language, on the relations that school knowledge has with academic knowledge or furthermore on the limitations imposed by what can be taught.

This study, based on interviews with seven teachers of Swedish, investigates how they define the concept of text interpretation and how they assess pupils’ ability to interpret text. The results show that the teachers define text interpretation as an ability to perceive hidden messages in text and an ability that is closely connected to reading comprehension. This description agrees with the way text interpretation is explained in previous research but not with the description in the curriculum. This is a defect, since teachers ought to know what they are supposed to assess, based on the steering documents they are expected to follow in their professional practice. Here, however, the teachers’ assessment skills are shown to be an asset. When teaching literature the teachers say that they normally use dialogue and written assignments in which pupils reason on the basis of the content of the text and their personal experience. The forms of assessment are summative and formal, although it seems difficult to use fixed answer templates for reasoning in contexts like this where it is not clear what can be said to be right or wrong. Summative assessment, however, seems more reliable and credible than formative assessment. A picture thus emerges of the difficulty of assessing text interpretation which is simultaneously multivalent and reliable. / Denna studie är grundad på intervjuer av 7 svensklärare i syfte att undersöka hur de definierar begreppet texttolkning och hur de bedömer elevers förmåga att tolka text. I resultatet framgår att lärarna definierar texttolkning som en förmåga att uppfatta dolda budskap i text och en förmåga som är nära sammankopplad med läsförståelse. Denna beskrivning stämmer väl överens med hur texttolkning förklaras i tidigare forskning men inte med den beskrivning som framkommer i läroplanen. Detta är en brist då lärare bör veta vad de ska bedöma, utifrån styrdokument de ska utgå från i sin yrkesutövning. Här framstår dock lärares bedömningsfärdighet som en tillgång. Vid litteraturundervisning säger lärarna att de vanligen tillämpar dialog och skriftliga inlämningsuppgifter, med resonemang utifrån både textens innehåll och personliga erfarenheter. Bedömningsformerna är summativa och formella, även om fasta svarsmallar ter sig svåra att använda vid resonemang, då det i dessa sammanhang inte tydligt framgår något som med säkerhet kan sägas vara rätt eller fel. Summativ bedömning ter sig dock mer tillförlitlig och trovärdig vid en bedömningssituation, jämfört med formativ. Här framkommer således en bild av att det är svårt att bedöma texttolkning som på samma gång är flertydig och tillförlitlig.

Univerzita Karlova v Praze Filozofická fakulta Ústav etnologie Historické vědy - etnologie Tomáš Samek Možnosti deixe jako interpretačního principu: česky a německy mediovaný prostor The Possibilities of Deixis as a Principle of Interpretation: Mediation in Czech and German Public Space Abstrakt dizertační práce (anglicky) Vedoucí práce: Doc. PhDr. František Vrhel, CSc. 2015 Key Words and Abstract Key words: deixis; deictic perspective; linguistic categories; descriptive metalanguage; public space; social interaction; interpretive approach; mediated communication; mass media; ideologies; social identity; origo; situatedness; phatic function; Czech; German. Abstract: This thesis examines whether, and to what extent, deixis can be conceptualized as an interpretive principle of social interactions and communication. It addresses the question on both theoretical and empirical levels, analyzing samples of direct and mediated communication in Czech and German public space. In order to capture deictic phenomena by an adequate conceptual framework, I take some binary dichotomies of the descriptive metalanguage of linguistics and reconceptualize them as continuous scales. Using these scales, I explore the notional borders of the term "deixis." I further identify protosymbolic potential in deictic expressions as...

1 Abstract The dissertation Theoretical tools for categorization and functional explanations of relations in language is focused on linguistic categorization from the perspective of empirical gram- matical research. The primary aim is to present the theoretical and practical potential for the investigation of grammatical categories, stressing functional explanations of why cer- tain language structures are the way they are. The text is divided into two parts. (i) The first two chapters are devoted to the theoretical and methodological foundations of empirical linguistic research (including issues of metalanguage, language comparison, discreteness and gradience). Particular emphasis is placed on functional-evolutionary approaches, which describe grammar in interconnection with language use, and more specifically on func- tional explanations by means of frequency. (ii) In the following three chapters, the potential of corpus-based research is demonstrated in accordance with the principles adopted in (i). It is applied to the linguistic categories of possession and adjective comparison in Czech. Possession in Czech is described with regard to hypotheses based on statistical tendencies in language use. The main results of the research revealed the relationship between frequency of use and the animacy hierarchy,...

This study is based on the presumption that language is fundamental to the construction of knowledge. In addition, linguistic demands are incorporated in the policy documents of the upper secondary edu­cation of Sweden; students shall, during their education, be given the opportunity to appropriate certain linguistic tools. The purpose of this thesis is to investigate how teachers and students in upper secondary education manage and utilize the discourse of social science in both speech and writing. More specifically, two classes are studied during three terms. The teachers’ ability to organize and support the students vocally and in written is examined, so are the effects of the teaching on students’ writing. The origin of the study is constituted by a sociocultural stance provided by Vygotskij, Bakhtin and Halliday. A combination of a functional perspective on language and a cognitive is probed, where the study is comparative in nature consisting of an experimental class and a control class. The importance of language for the creation of knowledge has been communicated to the teachers of the experimen­tal class, with provided complementary subject didactic literature. This literature offers support for teachers to augment the use of explicit teaching and enhance student awareness of how conceptual structures mould social science. Qualitative analyses are performed on the basis of teacher-student dialogue and written tasks by a group of selected students. The ana­lytical tools object language – metalanguage, linguistic operations and knowledge structures are developed for the purpose of processing data, and have been combined with the tools activity analysis, subject-related concepts and text activity. The results from the analyses display no difference in the handling of the discourse of social science between the experimental class and the control class. The teachers of the experimental class, like the teacher of the control class, are primarily utilizing object language where knowledge structures are visible, as opposed to a combination of object language – metalanguage. Furthermore, they exhibit diminutive use of dialogue in their teaching. The students of both classes, on their hand, demon­strate an equal progress in textual development. This study concludes that the experimental class has not been provided with sufficiently explicit support to advance in the struc­turing of knowledge and in level of reasoning. A more efficient support to teachers to manage these analytical tools would, in all probability, give them, and through this the students, an increasingly profound insight into structuring of text activities, the meaning and signalling of linguistic operations, the construction of subject-related concepts and, most importantly, how these three tools are interrelated.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / No romance A defesa Lujin, de Vladimir Nabokov, publicado em russo em 1930, o texto procura levar o leitor a adotar processos mentais similares ao de um jogador de xadrez e de um esquizofrênico, características do personagem-título do romance. Delineiam-se as expectativas e circunstâncias de um ser de papel que se vê jogando um xadrez em que também é peça e traçam-se paralelos com as expectativas e circunstâncias do leitor perante esse texto literário. O prefácio de Nabokov à edição em inglês de 1964 é tomado como indício de um leitor e um autor implícitos que ele procura moldar. Para análise dos elementos textuais e níveis de abstração mental envolvidos, recorre-se à estética da recepção de Wolfgang Iser e a diversas ideias do psiquiatra e etnólogo Gregory Bateson, entre elas o conceito de duplo vínculo, com atenção às distinções entre mapa/território e play/game. Um duplo duplo vínculo é perpetrado na interação leitor-texto: 1) o leitor é convidado a sentir empatia pela situação do personagem Lujin e a considerá-lo lúcido e louco ao mesmo tempo; e 2) o leitor é colocado como uma instância pseudo-transcendental incapaz de comunicação com a instância inferior (Lujin), gerando uma angústia diretamente relacionável ao seu envolvimento com a ficção, replicando de certa forma a loucura de Lujin. A sinestesia do personagem Lujin é identificada como um dos elementos do texto capaz de recriar a experiência de jogar xadrez até para quem não aprecia o jogo. Analisa-se a conexão entre a esquizofrenia ficcional do personagem Lujin e a visão batesoniana do alcoolismo / In Vladimir Nabokovs novel, The Luzhin Defense, published in Russian in 1930, the text beckons the reader on to adopt mental processes similar to a chess players and a schizophrenic persons both traits of the novels title character. This character sees himself both as player and piece of an ongoing game of chess; his expectations and predicaments are traced in parallel to the readers own as he or she navigates the text. Nabokovs preface to the 1964 English edition is taken as an indication that he tries to shape both an implicit reader and an implicit author. In order to analyze the elements of the text and degrees of mental abstraction involved in this, we refer to Wolfgang Isers reader-response theory and also many of psychiatrist and ethnologist Gregory Batesons ideas, such as the double bind, with special regard to map vs. territory and play vs. game distinctions. A double double bind is built within the reader-text interplay as follows: 1) the reader is invited to feel empathy for Luzhins predicament and to regard him at once as sane and insane; and 2) the reader is posited as a pseudo-transcendental instance unable to communicate with his nether instance (Luzhin) in such a way that it brews a feeling of anxiety directly relatable to his or her engagement in the work of fiction, reproducing, in a way, Luzhins madness. Luzhins synesthesia is identified as one of the text elements with the ability to recreate the chess-playing experience even to readers who are not fond of the game. The connection between Luzhins fictional schizophrenia and Batesons views on alcoholism is analyzed

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / No romance A defesa Lujin, de Vladimir Nabokov, publicado em russo em 1930, o texto procura levar o leitor a adotar processos mentais similares ao de um jogador de xadrez e de um esquizofrênico, características do personagem-título do romance. Delineiam-se as expectativas e circunstâncias de um ser de papel que se vê jogando um xadrez em que também é peça e traçam-se paralelos com as expectativas e circunstâncias do leitor perante esse texto literário. O prefácio de Nabokov à edição em inglês de 1964 é tomado como indício de um leitor e um autor implícitos que ele procura moldar. Para análise dos elementos textuais e níveis de abstração mental envolvidos, recorre-se à estética da recepção de Wolfgang Iser e a diversas ideias do psiquiatra e etnólogo Gregory Bateson, entre elas o conceito de duplo vínculo, com atenção às distinções entre mapa/território e play/game. Um duplo duplo vínculo é perpetrado na interação leitor-texto: 1) o leitor é convidado a sentir empatia pela situação do personagem Lujin e a considerá-lo lúcido e louco ao mesmo tempo; e 2) o leitor é colocado como uma instância pseudo-transcendental incapaz de comunicação com a instância inferior (Lujin), gerando uma angústia diretamente relacionável ao seu envolvimento com a ficção, replicando de certa forma a loucura de Lujin. A sinestesia do personagem Lujin é identificada como um dos elementos do texto capaz de recriar a experiência de jogar xadrez até para quem não aprecia o jogo. Analisa-se a conexão entre a esquizofrenia ficcional do personagem Lujin e a visão batesoniana do alcoolismo / In Vladimir Nabokovs novel, The Luzhin Defense, published in Russian in 1930, the text beckons the reader on to adopt mental processes similar to a chess players and a schizophrenic persons both traits of the novels title character. This character sees himself both as player and piece of an ongoing game of chess; his expectations and predicaments are traced in parallel to the readers own as he or she navigates the text. Nabokovs preface to the 1964 English edition is taken as an indication that he tries to shape both an implicit reader and an implicit author. In order to analyze the elements of the text and degrees of mental abstraction involved in this, we refer to Wolfgang Isers reader-response theory and also many of psychiatrist and ethnologist Gregory Batesons ideas, such as the double bind, with special regard to map vs. territory and play vs. game distinctions. A double double bind is built within the reader-text interplay as follows: 1) the reader is invited to feel empathy for Luzhins predicament and to regard him at once as sane and insane; and 2) the reader is posited as a pseudo-transcendental instance unable to communicate with his nether instance (Luzhin) in such a way that it brews a feeling of anxiety directly relatable to his or her engagement in the work of fiction, reproducing, in a way, Luzhins madness. Luzhins synesthesia is identified as one of the text elements with the ability to recreate the chess-playing experience even to readers who are not fond of the game. The connection between Luzhins fictional schizophrenia and Batesons views on alcoholism is analyzed