Este trabalho analisa os valores dos morfemas de tempo e de modalidade da língua balanta. O balanta é uma língua falada entre Casamansa, sul do Senegal, e o rio Geba, norte de Guiné-Bissau. A língua balanta pertence à família Atlântica do tronco Nigero-Congolês, que possui como línguas mais faladas: fula, uolofe (wolof), diola, serer, temne. A língua balanta se encontra no braço do norte, no grupo denominado Bak, juntamente com o diola, o manjaco, o mancanha e o papel. O paradigma verbal do balanta apresenta os seguintes morfemas de tempo e de modalidade: {-Æ} presente, passado remoto, futuro, mudança de estado, dêitico, concluso, e inconcluso, os quatro últimos são usados para a expressar a atitude do falante em relação ao conteúdo proposicional ou ao valor de verdade do enunciado, ou em relação ao ouvinte a quem o enunciado se destina. O morfema {-Æ} presente, de acordo com o paradigma verbal e o tipo de verbo, apresenta valores como presente e passado no acabado; presente ou futuro no inacabado; os morfemas de modalidade, de acordo com o paradigma verbal e o tipo de verbo, apresentam valores como mudança de estado e interrupção da ação, fechamento da ação no tempo e certeza ou não fechamento da ação e incerteza. / The focus on this paper is to show the values of the tenses and the modality morphemes in the Balanta language. The Balanta is a language spoken between Casamance, South of Senegal, and Geba River, north of Guinea-Bissau. The Balanta is an Atlantic language of the Niger-Congo branch, of which Fufulde, Wolof, Diola, Serer, Temne are among the most spoken. The Balanta is located in the north branch, in the group called Bak, togheter with Diola, Mandyak, Mankanya and Papel. The verbal paradigm of Balanta presents the following tenses and modality morphemes: {-Æ} present, remote past, future, change of stage, deictic, conclusive, inconclusive, the last four morphemes are used to express the attitude of the speaker in relation to the propositional content or in relation to the truth of the statement, or in relation to the listener. The morpheme {-Æ} present, in accordance with the verbal paradigm and the kind of verb, present values such as present and past in the perfective, present or future in the imperfective; the modality morphemes, in accordance with the verbal paradigm and the kind of verb, present values such as change of stage and interruption action, closing action in the time and certitude, no action closing and incertitude

Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2016-07-22T16:28:09Z No. of bitstreams: 1 Dissertação Veridiana Borges.pdf: 2609434 bytes, checksum: ae1ab0499ee04eaf382a5e586fba77a5 (MD5) / Made available in DSpace on 2016-07-22T16:28:09Z (GMT). No. of bitstreams: 1 Dissertação Veridiana Borges.pdf: 2609434 bytes, checksum: ae1ab0499ee04eaf382a5e586fba77a5 (MD5) Previous issue date: 2015-11-30 / The focus of this research was Morphological Awareness, which is the ability to reflect on the morphemes of the language. It was analyzed in data from illiterate children and from children in the literacy process on words whose structures carry, especially, the derivational suffixes -eiro, -ista, -or, the inflectional suffix of gender and the prefixes des- and re-. This study not only focused on the abilities of morpheme production and morpheme recognition but also applied tasks, divided into two main areas: four tasks aimed at morpheme production (Production Task of Lexical Family, Production Task of Words with Agentive Suffixes, Production Task of the Inflection Morpheme of Gender with Pseudo-words, Production Task of Prefixes) and four tasks aimed at morpheme recognition (Recognition Task of Base- Morpheme, Recognition Task of Agentive Suffixes, Recognition Task of the Inflection Morpheme of Gender, Recognition Task of Pseudo-words). Other affixes also became part of the analysis, such as the suffixes -inho and -ão, because of answers to open questions found in the proposed tasks. The corpus was obtained through interviews with 16 children, 8 males and 8 females, divided into two groups: Group 1 - illiterate children, aged 4 and 5 years old; Group 2 - children in the literacy process, aged 6 and 7 years old. Results show the older the children get and the more they advance in the literacy process, the more their Morphological Awareness increases, although it had already been found in the first age group that took part in the study. The children had greater success in morpheme recognition tasks than in production tasks and the data showed that the prefix awareness was more complex than the suffix awareness. Therefore, the acquisition of suffix derivation happens before the prefix one. The data also pointed out levels of markedness among suffixes and prefixes that were reviewed, as well as levels of Morphological Awareness; higher complexity was found in morpheme segmentation. / O foco da presente pesquisa foi a Consciência Morfológica, que é a capacidade de refletir sobre os morfemas da língua. Foi analisada a Consciência Morfológica em crianças não alfabetizadas e em processo de alfabetização, a partir de palavras em cuja estrutura estão presentes especialmente os sufixos derivacionais -eiro, -ista, -or, o sufixo flexional de gênero e os prefixos des- e re-. Centrado nas capacidades de produção e de reconhecimento de morfemas, o estudo integrou a aplicação de tarefas, divididas nesses dois grandes eixos: quatro foram as tarefas de produção de morfemas (Tarefa de Produção de Família Lexical, Tarefa de Produção de Palavras com Sufixos Agentivos, Tarefa de Produção de Morfema Flexional de Gênero com Pseudovocábulos, Tarefa de Produção de Prefixos) e quatro foram as tarefas de reconhecimento de morfemas (Tarefa de Reconhecimento de Morfema-Base, Tarefa de Reconhecimento de Sufixos Agentivos, Tarefa de Reconhecimento de Morfema Flexional de Gênero, Tarefa de Reconhecimento de Pseudovocábulos). Outros afixos também passaram a fazer parte da análise, como os sufixos -inho e -ão, em razão de respostas a questões abertas presentes nas tarefas propostas. O corpus foi obtido por meio de entrevistas com 16 crianças, sendo 8 do sexo masculino e 8 do sexo feminino, divididas em dois grupos: Grupo 1 – crianças não alfabetizadas, com idade entre 4 e 5 anos; Grupo 2 – crianças em processo de alfabetização, com idade entre 6 e 7 anos. Os resultados mostraram o crescimento gradual da Consciência Morfológica à medida que aumenta a idade das crianças e o contato com o processo de alfabetização, embora já se mostre presente desde a primeira faixa etária que integrou o estudo. As crianças obtiveram maior sucesso nas tarefas de reconhecimento de morfemas do que nas de produção, e os dados mostraram que a consciência de prefixos se apresentou mais complexa do que a de sufixos da língua, sendo, portanto, a aquisição da derivação sufixal mais precoce do que a prefixal. Os dados também apontaram níveis de marcação entre os sufixos e os prefixos que foram objeto de análise, assim como níveis de Consciência Morfológica, mostrando-se a maior complexidade na segmentação de morfemas.

The present study examines the lingusitic performance of a group of bilingual aphasics patients regarding the lexical and morphosyntactic language components. We have adopted the cognitive neuropsychological approach and the case study methodology .The main aim has been to determine what specific language problems the patients have in the two language components, and to find possible dissociations that can contribute to elaborate a model to account of language processing in individuals without brain damage.We have studied a sample offive aphasic patients (three Catalan-Spanish bilinguals and two Spanish monolinguals), four men and one woman, who were between 53 and 79 years old (69.4 on average). All of them were right handed. The ethiology of the brain injury was in all cases a cerebral vascular accident, and the average latency was 55.4 months. For each of the patients, a right handed control subject was selected who had the same age, sex, education level and first language as the corresponding patient. Both patients and control subjects were asked to perform different oral production and comprehesion tasks. The production tasks included spontaneous speech, object and action naming, and a word -nonword repetition task. The comprehension tasks were object and action identification, lexical decision, grammaticality judgement, sentence construction, and picture-sentence matching tasks.The analysis of the performance of the five patients in the tasks mentioned above revealed a common symptomatology, although differences were also observed. The main findings can be summarized as follow:a).- All the patients showed, to different degrees, symptoms associated with agrammatism.b).- Their production was more altered than their comprehension, although the later was very often asyntactic.c).- As it is expected in agnimmatic patients, they had difficulties with free and bound grammatical morphemes. The type of emors observed with the free morphemes were omissions (that are characteristic of Broca aphasics) and substitutions (that are normally found in Wernicke patients, but they can also be found in agrammatic patients; see Blesser, 1984 and Menn and Obler, 1990). In the case ofbound morphemes, only substitutions were observed. It is important to mention that two of the patients showed a free and bound doble dissociation; that is, one had only problems with free morphemes (R.C.), and the other with bound morphemes (J.P.). Taking Garrett's (1991) model as a theoretical framework, the problems the patients had with grammatical morphemes could be due to deficits concerning the positional processing level. If we adopt Levelt's (1999 )model, these problems could have originated in the access process of the lexeme, either due to an inability to retrieve the word morphological information (omissions) or because of an incorrect selection of this information (substitutions). The double dissociation shown by J .P .and R. C. suggests that the mechanisms that ubderlie the processing of free and bound grammatical morhemes may be different.d).- The five patients had difficulties in retrieving the verbs in the context of a sentence, specifically their argument structure; a symptom that is also associated to agrammatism. These difficulties and the frequent use of light verbs could account for the patients' problems in constructing sentences. In addition, all of them had problems with sentences that involved movement of constituents (e.g., passive sentences).e).- Finally, we observed that all the patients had, to different degrees, word fmding difficulties (i.e., anomia) in tasks where the language material was presented in isolation (i.e., naming an object), as well as in connected speech. The anomia probably contributed to the patients' low speech rate. One of the patients, J.P., had more difficulties in retrieving nouns than verbs (i.e., a noun-verb dissociation). These difficulties cannot be attributed to a semantic deficit, since the patient showed a good performance in object and action identification. The noun-verb dissociation rules out an articulatory deficit. Following Caramazza ' s ( 1997) proposal, we suggest that the patient's anomia is due to a grammatical category deficit. In particular, this author proposes that grammatical category information is located in the input and output phonological lexicons, and that a noun-verb dissociation of the sort we observed in our patient would be located in the output phonological lexicon.Regarding the performance of the bilingual patients, we can conclude that the problems are generally very similar in the two languages. In those cases in which some differences were observed, the patient's performance in the second language was better than that of their first language; a recovery pattern that has been observed in 40% of the reported cases of bilingual aphasia. / Para llevar a cabo el presente trabajo se ha adoptado el enfoque de la Neuropsicología cognitiva, utilizando la metodología de estudio de casos, con la finalidad de estudiar los distintos tipos de alternaciones que presentan los pacientes. Asimismo, con esta metodología se pretenden encontrar disociaciones que contribuyan a estructurar un modelo de procesamiento del lenguaje en personas sin dafio cerebral.La muestra estaba formada por cinco pacientes (tres de ellos bilingües del catalán y del castellano y dos monolingües castellanos), y cinco sujetos control que coincidían en características como edad, sexo, nivel cultural y primera lengua. La muestra experimental la componían cuatro hombres y una mujer de edades que oscilaban entre los 53 y los 79 afios de edad, siendo la edad media de 69.4 afios, todos diestros. La etiología en todos los casos fue por accidente cerebro vascular y la latencia media fue de 55.4 meses. A todos los sujetos se les administraron tareas tanto de producción como de comprensión oral. Dentro de las primeras, se incluyeron tareas de producción oral espontanea, tareas de denominación tareas de repetición y construcción de oraciones. Dentro de las segundas, se utilizaron tareas de identificación, de decisión léxica, de juicios de gramaticalidad, y tareas de relacionar una oración con undibujo.Los resultados obtenidos mostraron la existencia de una sintomatologia com(m en todos los pacientes, aunque también se observaron algunas diferencias.a).- En primer lugar, se comprobó que todos los pacientes, monolingües y bilingües, mostraron en mayor o menor medida sintomatologia propia del agramatismo.b).- En segundo lugar, se observo una mayor alternación de la producción que de la comprensión, aunque esta fue asintáctica en todos los pacientes.c).- En tercer lugar, todos los pacientes presentaron dificultades generales en el uso de los morfemas gramaticales libres y ligados. Los pacientes cometieron tanto omisiones (típicas de los Broca) como sustituciones de morfemas libres (típicas de los Wernicke aunque autores como Blesser, 1984 y Menn y Obler, 1990 también comprobaron que sus pacientes agramaticos producían errores de sustitución en estas partículas), y sustituciones en el caso de los morfemas gramaticales ligados. Basándonos en el modelo de Garrett (1991), los problemas con el uso de los morfemas gramaticales podrían localizarse en el nivel posicional de procesamiento, mientras que si nos centrarnos en el modelo de Levelt et al (1999), las alternaciones de tipo morfológico se situarían en el proceso de acceso a los lexema a partir de los lemmas, no recuperando la información morfológica en el caso de las omisiones y seleccionando de forma errónea dicha información en el caso de las sustituciones. Es importante mencionar que dos de los pacientes mostraron una disociación doble en relación a estos morfemas; es decir , uno de los pacientes tuvo problemas con los morfemas gramaticales libres (RC) y otro solo con los ligados (J.P.). El hecho de haberse observado esta disociación podría indicar que los mecanismos de procesamiento que subyacen a unos y a otros son distintos.d).- En cuarto lugar, se comprobó que todos los pacientes manifestaron problemas a la hora de recuperar los verbos principalmente en contexto oracional, como es característico de los agramaticos. Estos problemas se concretaron en dificultades para recuperar la información de la estructura argumental de los verbos. Estas dificultades, junto al uso frecuente de verbos ligeros, pudieron contribuir a los fallos de los pacientes en la construcción de oraciones, especialmente con movimiento de constituyentes (ej., pasivas).e).- En quinto y último lugar, nuestros pacientes presentaron en mayor o menor medida dificultades para encontrar palabras (i.e., anomia), tanto en tareas que presentaron el material de forma aislada (i.e., denominar unos objetos), como en el habla conectada. Estas dificultades anomicas pudieron ser en parte responsables de la tasa de habla tan reducida que presentaron todos ellos. Uno de los pacientes, J.P., tuvo mayores problemas para recuperar los nombres que los verbos (disociación nombre-verbo). Estos problemas no pueden ser debidos a un déficit semántico, dada la buena ejecución de J.P. en las tareas de identificación de objetos y de acciones. La rnisma disociación excluye un déficit articulatorio. Siguiendo la propuesta de Caramazza (1997), sugerimos que la anomia de J.P. es debida a un déficit de categoría gramatical. En particular, Caramazza propone que la informacion sobre la categoría gramatical esta representada en léxico fonologico de entrada y de salida, y que una disociación como la observada en J .P. se localizaría en el output fonologico de salida.En relación a la ejecución de los pacientes bilingües, podemos concluir que los problemas fueron muy similares en ambas lenguas. Cuando se observaron diferencias, la ejecución en la segunda lengua (castellano) fue mejor que en la primera (catalán). Este patrón de recuperación ha sido observado en un 40% de los casos publicados sobre afasia bilingüe.

Este trabalho analisa os valores dos morfemas de tempo e de modalidade da língua balanta. O balanta é uma língua falada entre Casamansa, sul do Senegal, e o rio Geba, norte de Guiné-Bissau. A língua balanta pertence à família Atlântica do tronco Nigero-Congolês, que possui como línguas mais faladas: fula, uolofe (wolof), diola, serer, temne. A língua balanta se encontra no braço do norte, no grupo denominado Bak, juntamente com o diola, o manjaco, o mancanha e o papel. O paradigma verbal do balanta apresenta os seguintes morfemas de tempo e de modalidade: {-Æ} presente, passado remoto, futuro, mudança de estado, dêitico, concluso, e inconcluso, os quatro últimos são usados para a expressar a atitude do falante em relação ao conteúdo proposicional ou ao valor de verdade do enunciado, ou em relação ao ouvinte a quem o enunciado se destina. O morfema {-Æ} presente, de acordo com o paradigma verbal e o tipo de verbo, apresenta valores como presente e passado no acabado; presente ou futuro no inacabado; os morfemas de modalidade, de acordo com o paradigma verbal e o tipo de verbo, apresentam valores como mudança de estado e interrupção da ação, fechamento da ação no tempo e certeza ou não fechamento da ação e incerteza. / The focus on this paper is to show the values of the tenses and the modality morphemes in the Balanta language. The Balanta is a language spoken between Casamance, South of Senegal, and Geba River, north of Guinea-Bissau. The Balanta is an Atlantic language of the Niger-Congo branch, of which Fufulde, Wolof, Diola, Serer, Temne are among the most spoken. The Balanta is located in the north branch, in the group called Bak, togheter with Diola, Mandyak, Mankanya and Papel. The verbal paradigm of Balanta presents the following tenses and modality morphemes: {-Æ} present, remote past, future, change of stage, deictic, conclusive, inconclusive, the last four morphemes are used to express the attitude of the speaker in relation to the propositional content or in relation to the truth of the statement, or in relation to the listener. The morpheme {-Æ} present, in accordance with the verbal paradigm and the kind of verb, present values such as present and past in the perfective, present or future in the imperfective; the modality morphemes, in accordance with the verbal paradigm and the kind of verb, present values such as change of stage and interruption action, closing action in the time and certitude, no action closing and incertitude

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Made available in DSpace on 2016-04-28T19:34:08Z (GMT). No. of bitstreams: 1 Dissertacao CELSO ANTONIO BACHESCHI.pdf: 574186 bytes, checksum: b59a088b5e69df616377f4a12b810044 (MD5) Previous issue date: 2006-08-02 / Secretaria do Estado e Educação / The corpus of this work are recordings made by the NURC/SP Project, contained in three volumes of A Linguagem Falada Culta na Cidade de São Paulo. The expressive values of the affixes are analyzed in it. Most of the work is dedicated to the -inho suffix, because this is the most common expressive element of the recordings. In addition to the diminutive sense, -inho has acquired specially expressive others, among them values of intensification, attenuation, exactness, lack of doubt, depreciation, similarity, euphemism, exiguity and irony are identified. Initially, occurring as a form linked to nouns, the -inho suffix begins to bind itself to other class words like adjectives, adverbs, numbers, pronouns, verbs, interjections. In the analysis of the corpus, it is observed that the value that the suffix gives to the word can change according to the context. It is observed too that the -inho suffix occurs more often when the speakers are talking about matters as animals, children and food. It is noticed too that the suffix values change according to the type of inquiry. Other suffixes analyzed are -ento, -eco, -ice, -eiro, -ado, -ão, -aço, -esco, -imo and -eria (-aria). Among them, we observe mainly pejorative, intensifying and collective values. The expressive prefixes have intensifying value. The presence of those expressive elements is used to measure the degree of formality of the inquiries. As theoretical referential, concepts of Stylistics, Sociolinguistics and Conversation Analysis were utilized / Este trabalho tem como corpus as gravações realizadas pelo Projeto NURC/SP, contidas nos três volumes da série A Linguagem Falada Culta na Cidade de São Paulo. Nele, analisam-se os valores expressivos dos afixos. Grande parte do trabalho é dedicada ao sufixo -inho, uma vez que é o elemento expressivo mais comum nas gravações. Ao lado do sentido de diminutivo, -inho foi adquirindo outros especialmente expressivos, entre os quais se identificam os de afetividade, intensificação, atenuação, exatidão, ausência de dúvida, pejoração, semelhança, eufemismo, exigüidade e ironia. Inicialmente ocorrendo como forma presa a substantivos, o sufixo -inho passa a ligar-se a palavras de outras classes como os adjetivos, advérbios, numerais, pronomes, verbos e interjeições. Na análise do corpus, observa-se que o valor que o sufixo confere à palavra pode variar de acordo com o contexto. Observa-se também que o sufixo -inho é mais freqüente quando os falantes tratam de temas como animais, crianças e alimentos. Nota-se também que os valores do sufixo variam em conformidade com o tipo de inquérito. Outros sufixos analisados são -ento, -eco, -ice, -eiro, -ado, -ão, -aço, -esco, -imo e -eria (-aria). Entre eles, observamos, principalmente, valores pejorativos, intensificadores e coletivos. Os prefixos expressivos são de valor intensificador. A presença desses elementos expressivos é utilizada para se medir o grau de formalidade dos inquéritos. Como referencial teórico, foram utilizados conceitos de Estilística, Sociolingüística e Análise da Conversação

Este estudio evalúa actitudes lingüísticas de profesores de español como lengua extranjera en Suecia hacia formas de género neutral en diferentes contextos y formatos, centrándose en las innovaciones morfológicas -e, -x, -@ así como en el desdoblamiento. Igualmente, compara la actitud entre profesores de lengua materna española y sueca. Los resultados reflejan una preferencia generalizada por el genérico masculino arraigada en las normas lingüísticas tradicionales y convenciones sociales. Se observa una mayor aceptación hacia el desdoblamiento en contextos informales, indicando una apertura a prácticas lingüísticas inclusivas. Se observan diferencias en las actitudes entre profesores de lengua materna española y sueca. Los profesores con lengua materna sueca tienden a mostrar una mayor aceptación hacia las formas de lenguaje inclusivo, pero resistencia hacia el morfema -e en situaciones orales. La lengua materna, la cultura lingüística y las normas gramaticales influyen en la percepción del lenguaje inclusivo. Se concluye que las actitudes lingüísticas hacia formas de género neutro varían según el contexto y las experiencias individuales. Estas conclusiones resaltan la complejidad de las actitudes dentro del profesorado de español en Suecia, subrayando que las actitudes pueden diferir según el contexto de la comunicación, así como si el formato es oral o escrito. Los hallazgos se alinean con la idea de que las actitudes lingüísticas varían según factores culturales. Es importante recordar que estas conclusiones se basan en la percepción de los participantes y pueden no reflejar las de todos los hablantes de español o sueco. / This study evaluates the linguistic attitudes of teachers of Spanish as a foreign language in Sweden towards forms of gender neutrality, in various contexts and formats, focusing on the morphological innovations -e, -x, -@, and doublets. Additionally, it compares attitudes between teachers who have Spanish as a mother language and those whose mother language is Swedish. The results reflect a widespread preference for the masculine generic, rooted in traditional linguistic norms and social conventions. A higher acceptance of doublets in informal contexts is observed, indicating openness to inclusive language practices. Differences in attitudes are observed between teachers who have Spanish as a mother language and those whose mother language is Swedish. Teachers with Swedish as their mother language tend to show greater acceptance towards inclusive language forms but resistance towards the -e morpheme in oral situations. Mother language, linguistic culture, and grammatical norms influence the perceptions of inclusive language. It is concluded that linguistic attitudes towards gender-neutral forms vary depending on the context and on individual experiences. These conclusions emphasize the complexity of attitudes in the context of Spanish teaching in Sweden, highligting that attitudes may differ according to the communication context, whether formal or informal, as well as if the comunnication is oral or written. These findings align with the idea that linguistic attitudes vary based on cultural factors. It is important to note that these conclusions are based on the participant’s perceptions and may not reflect those of all Spanish or Swedish speakers. The study provides, as well, a solid foundation for future research, enphasizing the importance of considering factors such as mother language, communication context, and sociocultural dynamics in the teaching of Spanish as a foreign language. This allows to develop training programs with inclusive linguistic strategies and promotes necessary discussions.