Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of development of a novel clinical assessment of MPA for school-aged children called the Assessment of Metapragmatics (AMP). The AMP task is a set of 13 Video Items each depicting a conversation between pairs of school-aged children. Each Video Item portrays a different pragmatic rule violation. After viewing each AMP Video Item the participants were asked a set of Assessor Questions designed to measure MPA. The AMP Video Items were shown to 40 children with typical language development (cwTLD), 34 cwPLI and 14 cwSLI. Preliminary analyses revealed the AMP to be sensitive to age-related changes in MPA and to demonstrate good internal reliability. For the cwTLD there was a distinct developmental shift in MPA ability around seven years of age. At this age there was an increase in the child’s ability to use explicit metapragmatic vocabulary to describe a pragmatic rule violation. CwTLD demonstrated superior MPA ability in comparison to the cwPLI and the cwSLI. No differential impairment in MPA abilities was present between the cwPLI and cwSLI. Considerable variability in MPA abilities occurred for both the cwPLI and cwSLI and this was associated with language ability. This suggests that where MPA is found to be impaired, the child’s language ability should be taken into account and that language ability should be remediated before MPA is targeted in intervention. Where MPA is impaired, raising awareness of pragmatic rule may be the first step for intervention. Where MPA is age-appropriate, the child’s ability to monitor their use of the pragmatic rule, or their motivation to use the pragmatic rule, may be a more effective target of intervention in order to change behaviour. The relationship between MPA and social understanding for the pragmatic rule violation is also discussed and further studies of MPA are considered.

The research at hand maintains an emic approach to understanding (im)politeness1 (i.e. in its folk sense) within the meaning making processes involved in Turkish. With the intention of reaching an ethnopragmatic theoretical account of (im)politeness, this study investigates tacit knowledge native speakers of Turkish have on (im)politeness and their related perceptions and evaluations. The thesis explores the cultural-conceptual system of (im)politeness in Turkish utilizing three sources: (a) data from an open-ended metapragmatic conceptualization questionnaire probing Turkish native speakers&rsquo / politeness encounter narratives through seven key metapragmatic politeness terms (i.e. KiBAR, iNCE, NAZiK, D&Uuml / S&Uuml / NCELi, SAYGILI, G&Ouml / RG&Uuml / L&Uuml / , TERBiYELi) and eight key impoliteness terms (i.e. KABA, NEZAKETSiZ, D&Uuml / S&Uuml / NCESiZ, SAYGISIZ, G&Ouml / RG&Uuml / S&Uuml / Z, TERBiYESiZ, PATAVATSIZ, K&Uuml / STAH), and (b) corpus analyses for the lexical items KiBAR and KABA, (c) (im)politeness encounter narrative interviews with native speakers of Turkish. This research study has been designed mainly as an exploration of what Turkish people consider to be (im)polite, how they express they become (im)polite, and how (linguistic) (im)politeness is interpreted by others in everyday communication, as well as how Turkish native speakers evaluate (im)politeness through the key (im)politeness lexemes available in the language, what their &lsquo / bases of evaluation&rsquo / are and what views they hold concerning motivations underlying the want to be (im)polite in Turkish. The qualitative thematic analysis conducted on the questionnaire data yielded six bases of evaluation for (the total of 1211) politeness narratives, and eight bases of evaluation for (the 1306) impoliteness narratives. It was revealed that the bases of evaluation for a polite act in Turkish were primarily &lsquo / attentiveness to other&rsquo / s emotions, needs and goals&rsquo / and abidance by &lsquo / custom&rsquo / , whereas they were &lsquo / (quality) face-attack&rsquo / and &lsquo / (equity) rights violations&rsquo / for impoliteness. The corpus analysis and interview data also corroborated these findings. The quantitative cross-mapping of (im)politeness lexemes to (im)politeness themes suggested biases of lexemes for certain themes and themes for lexemes. The motivational and strategic uses of (im)politeness were related more to egocentric tendencies with politeness being motivated predominantly for self-promotion and image management, and goal attainment, and impoliteness motivated mainly by the desire to establish power and project power on to other, to perform an emotive reaction, to hurt other and to reciprocate others&rsquo / impolite acts to self. The relationship between (im)politeness and the concepts of sincerity, intentionality, historicity, reciprocity and public versus private domain influences are worth pursuing further research on for the Turkish culture. All in all, this study provides Turkish baseline data for later cross-cultural (im)politeness research and suggests that (im)politeness1 (lay) conceptualizations can aid the (scientific) theorizing of (im)politeness2 to a great degree.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-24T15:30:05Z No. of bitstreams: 2 Dissertação - Thaís Elizabeth Pereira Batista - 2015.pdf: 6975483 bytes, checksum: dc2cdb669bfa64491e44d463ef78b624 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-24T15:31:46Z (GMT) No. of bitstreams: 2 Dissertação - Thaís Elizabeth Pereira Batista - 2015.pdf: 6975483 bytes, checksum: dc2cdb669bfa64491e44d463ef78b624 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-24T15:31:46Z (GMT). No. of bitstreams: 2 Dissertação - Thaís Elizabeth Pereira Batista - 2015.pdf: 6975483 bytes, checksum: dc2cdb669bfa64491e44d463ef78b624 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-10-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work is a sociolinguistic research, from the view of the interaction, of the uses of discourse markers by young in two different contexts in the state of Goiás, with the effects of globalization as background (BLOMMAERT, 2010) on supposed differences between the groups. A group of young people is from a urban area of medium sized, the city of Anápolis - GO. The other group of young people is from a quilombo area (remnants of resistant slaves) in a rural area, but with many globalization indexes, including eco-tourism and heritage tourism (HELLER, 2010; JAFFE, 2011). Both contexts are located in area of cerrado biome in the Midwest of Brazil. The scope of this study is discuss how globalization indexes interpose on the linguistic landscapes (BLOMMAERT, 2014), in other words in written and semiotized materials availables in public spaces and how those aspects can affect the interaction. The concern in investigating a field in a urban area and the other in a rural area comes from statements that the sociolinguistic theories of variationist orientation, very propagate in Brazil, make about the differences of language characteristics of the spaces based on this dichotomy. However, the fields selected for the analysis show that the language practices of young may converge in many ways which enabled analysis of linguistic uses based on differences and similarities in interactional patterns. This analysis provides a way of handling fields that considers the differences, but finding points of similarity in the continuous between the two fields. For such research were adopted theoretical tools intrinsic interactional sociolinguistics, based on studies from the perspective of sociolinguistic research in complex contexts, or mobility sociolinguistic (BLOMMAERT, 2010) considering how global elements as complex forms of migration and dissemination of information at high speed through the Internet, for example (BLOMMAERT, 2010; JACQUEMET, 2005) have importance in linguistic practices of the people, enabling those practices great complexity and unpredictability. Concepts such as scales, polycentricity (BLOMMAERT, 2010) and metapragmatics (SILVERSTEIN, 1993) will be used as theoretical tools for the joint analysis of the data generated through images, linguistic landscapes, and the data recorded on audio of everyday interaction (RAMPTON, 2003). / Este trabalho se trata de uma investigação sociolinguística, sob o ponto de vista da interação, dos usos de marcadores discursivos de jovens em dois diferentes contextos no estado de Goiás, tendo como pano de fundo os efeitos da globalização (BLOMMAERT, 2010) nas supostas diferenças entre os grupos. Um grupo de jovens é de uma área urbana de médio porte, a cidade de Anápolis – GO. O outro grupo de jovens é de uma área quilombola (remanescentes de escravos resistentes), em uma área rural, mas com muitos índices de globalização, incluindo turismo ecológico e turismo de herança (Heller, 2010; Jaffe, 2011). Ambos os contextos estão localizados em área de bioma cerrado no centro-oeste do Brasil. O objetivo do estudo é discutir de que maneira índices de globalização interferem nas paisagens linguísticas (BLOMMAERT, 2014), ou seja nos materiais escritos e semiotizados disponíveis nos espaços públicos e como tais aspectos podem afetar a interação. O interesse em investigar um campo em área urbana e outro em área rural parte das afirmações que as teorias sociolinguísticas de orientação variacionista, bastante difundidas no Brasil, fazem sobre as diferenças das características linguísticas dos locais com base nessa dicotomia. No entanto, os campos selecionados para a análise mostram que as práticas linguísticas de jovens podem convergir em muitos aspectos o que possibilitou uma análise dos usos linguísticos com base em diferenças e semelhanças nos regimes interacionais. Esta análise possibilita uma forma de tratamento dos campos que considera as diferenças, mas que encontra pontos de semelhança no contínuo dos dois campos. Para tal investigação foram adotadas ferramentas teóricas inerentes à sociolinguística interacional, pautando-se em estudos sob a ótica da investigação sociolinguística em contextos complexos, ou sociolinguística da mobilidade (BLOMMAERT, 2010) que considera como elementos globais como formas complexas de migração e disseminação de informações em grande velocidade por meio da internet, por exemplo (BLOMMAERT, 2010; JACQUEMET, 2005) têm importância nas práticas linguísticas das pessoas, possibilitando a essas práticas grande complexidade e imprevisibilidade. Conceitos como escalas, policentricidade (BLOMMAERT, 2010) e metapragmática (SILVERSTEIN, 1993) serão utilizados como ferramentas teóricas para a análise conjunta dos dados gerados em imagens, paisagens linguísticas, e dos dados registrados em áudio da interação cotidiana (RAMPTON, 2003).

Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-04-06T20:49:17Z No. of bitstreams: 2 Dissertação - Ludmila Pereira de Almeida - 2017.pdf: 2921451 bytes, checksum: dbefb7b41484cce2808c2720c315f6aa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-07T11:17:41Z (GMT) No. of bitstreams: 2 Dissertação - Ludmila Pereira de Almeida - 2017.pdf: 2921451 bytes, checksum: dbefb7b41484cce2808c2720c315f6aa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-07T11:17:41Z (GMT). No. of bitstreams: 2 Dissertação - Ludmila Pereira de Almeida - 2017.pdf: 2921451 bytes, checksum: dbefb7b41484cce2808c2720c315f6aa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The main objective of this research is to discuss how to configure the language and communication practices performed in the sitcom Todo mundo odeia o Chris (2006). We'll make use of the contributions of the metapragmatic function and metadiscursive schemes (SIGNORINI, 2008) about how the process of social difference and, consequently, of body marker tiers are legitimized communicative practices. This process, articulated to the historical events of ritual acts of speech (AUSTIN, 1998; PEIRANO, 2002; DORNELLES, 2002), produces discourses which effect the intelligibility of the bodies with signs of differentiation, considering that this is a basic construction in the perpetuation of the coloniality of knowledge and power (QUIJANO, 2005) that shapes the way the world is read by an epistemology that regulates and hierarquizes differences. The text-speech Todo mundo odeia o Chris, being translated/dubbed (MARTINS & AMORIN, 2013) producing the trace of the compulsory black diaspora (SANSONE, 2003; GILROY, 2001), is reentextualized from the local-global repertoire (MIGNOLO, 2003) of the brazilian translator, like the language can be used to perpetuate, architect and ritualize normalizing discourses for the control, addressing and notification of bodies (BUTLER, 2003; 1997; PINTO, 2002; 2013a; 2013b). Such actions make the black body vulnerable to acts of naming and violence that historically subordinate them. For this reason, the media narratives (SILVERSTONE, 2002), by providing mediated experiences about the world by the writing of the scenario of signification, enable T.M.O.C to charge the spirituality of the humor (BERGSON, 2001; SALES JR., 2006) via poetic strategies in the exercise of the language (BAUMAN & BRIGGS, 2006) and act against the dominant ideology. The black body is a sign still segregated and undervalued in the context of coloniality/modernity/globalization/State in the Americas, what constitutes a transterritorial fight that specifies in diferent locations while playing the role of dominant forces. So, when T.M.O.C shows a narrative that not only inserts the black body into visibility but do it in a reflexive and critical form with the metapragmatic action, it contradicts the cordiality, the cultural communicability and the not-said that directs the brazilian situation with a neurosis born of itself (GONZALEZ, 1984). / O principal objetivo dessa pesquisa é discutir como se configuram as práticas de linguagem e performatividades de comunicação a partir do seriado sitcom Todo mundo odeia o Chris (2006). Utilizaremos dos aportes da função metapragmática e dos regimes metadiscursivos (SIGNORINI, 2008) sobre como os processos de diferença social e, consequentemente, de hierarquização de marcadores corporais são legitimados nas práticas comunicativas. Esse processo, articulado a eventos históricos de rituais de atos de fala (AUSTIN, 1998; PEIRANO, 2002; DORNELLES, 2002), produz discursos que efetuam a inteligibilidade dos corpos por indicadores de diferença, tendo em vista que essa é uma construção de base na perpetuação da colonialidade do saber e do poder (QUIJANO, 2005) que molda a leitura do mundo por uma epistemologia que regula e hierarquiza as diferenças. O texto-discurso Todo Mundo Odeia o Chris, ao ser traduzido/dublado (MARTINS & AMORIN, 2013) e retomar o traço da diáspora negra (SANSONE, 2003; GILROY, 2001) compulsória reentextualizar, a partir do repertório local-global (MIGNOLO, 2003) do interpretante brasileiro, como a linguagem pode ser usada para perpetuar, arquitetar e ritualizar discursos normalizadores para o controle, endereçamento e interpelação dos corpos (BUTLER, 2003;1997; PINTO, 2002;2013a; 2013b). Tais ações tornam o corpo negro vulnerável a atos de nomeação e violência que o subalternizam historicamente. Por isso, as narrativas midiáticas (SILVERSTONE, 2002), ao fornecerem experiências mediadas sobre o mundo compondo o cenário de significação, possibilitam que T.M.O.C. indicie a espiritualidade do humor (BERGSON, 2001; SALES JR, 2006) por estratégias poéticas de exercitar a linguagem (BAUMAN & BRIGGS, 2006) e agir contra a ideologia dominante. O corpo negro é um signo ainda segregado e subalternizado em contexto de colonialidade/modernidade/globalização/Estado nas Américas e que constitui uma luta transterritorial que se especifica nos locais ao reproduzir as forças dominantes. Portanto, T.M.O.C., ao trazer uma narrativa que não apenas insere o corpo negro em visibilidade, o faz de forma reflexiva e critica pela ação metapragmática, contradiz a cordialidade, a comunicabilidade cultural e o não dito que direciona a situação brasileira, do interpretante, por uma neurose de si mesmo (GONZALEZ, 1984).

Στην παρούσα έρευνα, επιχειρείται η διερεύνηση των στάσεων μαθητών ΣΤ΄ τάξης Δημοτικού Σχολείου σε δύο νεοελληνικές διαλέκτους, τη διάλεκτο των Κυδωνιών (Αϊβαλί)-Μοσχονησίων και τη διάλεκτο του Πόντου. Ειδικότερα, μελετάται η ύπαρξη εγγραφών, η ανάδυση τάξεων ενδεικτικότητας και η παρουσία μεταπραγματολογικών στερεοτύπων. Παράγοντες όπως ο τόπος καταγωγής και το επάγγελμα των γονέων φαίνεται να επιδρούν στη διαμόρφωση συγκεκριμένων γλωσσικών στάσεων. Ουσιαστικά, τα αποτελέσματα της παρούσας μελέτης έδειξαν ότι οι μαθητές που κατοικούν στο χωριό, των οποίων οι γονείς ασκούν επαγγέλματα υψηλότερης αυτονομίας, έχουν θετική στάση απέναντι στις δύο διαλέκτους. Τέλος, μέσα από τη σύνδεση γλωσσικών τύπων με κοινωνικές σημασίες έγινε φανερή η ύπαρξη εγγραφών, δύο τάξεων ενδεικτικότητας και μεταπραγματολογικών στερεοτύπων. / This study attempts to investigate 6th grade primary education student attitudes towards two modern greek dialects, dialect of Kydonies (Aivali)-Moschonisi and Pontic dialect. Specifically, I study the existence of enregisterments, the emergence of orders of indexicality and the presence of metapragmatic stereotypes. Factors such as region and profession of students’ parents seem to formulate specific language attitudes. In fact, the results of the present study show that students who live in village, whose parents occupy with professions of higher autonomy, have positive attitude towards both Aivalic and Pontic dialect. Finally, connecting linguistic forms with social meanings indicate the presence of enregisterments, two orders of indexicality as well as metapragmatic stereotypes.

El objetivo de esta monografía es el de analizar el modo en el que un manual didáctico para la enseñanza del español en el contexto educativo sueco de bachillerato aplica y desarrolla la competencia pragmática funcional en sus propuestas didácticas. Para la realización de dicho análisis usaremos como instrumento de medida, por una parte, las actividades de simulación, escenario y role-play que propone Sánchez Sarmiento (2005), y que se dirigen a la activación de la competencia pragmática de los estudiantes de lenguas extranjeras y, por otra, los criterios de transacciones e interacciones de colaboración para el desarrollo de la competencia pragmática funcional que se recogen en el §.5 del Marco Común Europeo de Referencia para las lenguas: aprendizaje, enseñanza, evaluación (MCER, 2002). La hipótesis de la que parte este estudio postula que el manual que analizamos (Caminando 5, Natur & Kultur, 2013), a pesar de estar compuesto de propuestas didácticas en las que se presentan el componente pragmático funcional, no enuncia de forma explícita el trabajo con ella, no conduce ni a su activación ni a su desarrollo, su frecuencia de aparición en el manual es irregular, y las actividades que forman parte de sus propuestas didácticas no proponen reflexiones metapragmáticas sobre los propios contenidos pragmáticos de la lengua. La investigación que hemos desarrollado confirma que, aunque en algunas propuestas didácticas del manual  se proponen actividades que activan y desarrollan algunos de los criterios de transacción e interacción colaborativa del MCER (2002), su tratamiento resulta poco exhaustivo y su explicitación es escasa. Sin embargo, se puede constatar que el manual representa un acercamiento a los principios metodológicos de los enfoques comunicativos y que su explotación didáctica, aunque no de forma explícita, conduce, en parte, al trabajo con algunos de los criterios pragmáticos funcionales que se proponen en el MCER (2002). / The aim of this paper is to analyse the way in which a textbook for teaching Spanish in high school Swedish educational context applies and develops functional pragmatic competence in their educational proposals. To carry out this analysis we will use as two measuring instruments: on one hand, simulation activities, stage activities, and role-play proposed by Sánchez Sarmiento (2005), which are connected to the activation of pragmatic competence of foreign language learners and, on the other hand, the criteria for transactions and interactions of collaboration for the development of functional pragmatic competence set out in the §.5 of the Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR, 2001). The hypothesis in this study postulates that the textbook (Caminando 5, Natur & Kultur, 2013), despite being composed of educational proposals in the functional pragmatic component, does not formulate explicitly work with it, does not lead to its activation or development, their frequency in the manual is irregular, and activities that are part of their educational proposals do not propose metapragmatic reflections on the content of the language themselves. Research we developed confirms that, although some educational proposals that activate manual activities propose and develop some of the criteria transaction and collaborative interaction CEFR (2001), treatment is not very thorough and explicitness is almost scarce. However, we can see that the manual represents an approach to the methodological principles of communicative approaches and its didactic exploitation, although not explicitly, leads, in part, to work with some of the functional pragmatic criteria proposed in the CEFR (2001).