Contrary to common folk and expert theory, the human self is not unitary. There is no Cartesian theatre or homunculus functioning as a metaphorical overlord. Rather, it is an abstractum gleaned from a person�s experiences-a centre of narrative gravity (Dennett 1991). Experiences are a person�s cognisance of her ventures in life from a particular unique perspective. In perspectivising her experiences, the person imputes a certain structure, order, and significance to them. Events are seen as unfolding in a certain inherently and internally coherent way characterised by causality, temporality, or intentionality, etc. In other words, a person�s self emerges out of her innumerable narrativisations of experience, as well as the different protagonist roles she plays in them. Her behaviours in different situations can be understood as different life-narratives being foregrounded, when she is faced with different stimuli different experiences/events present. In real life, self-reflective discourse frequently alludes to a divided, partitive self, and the experiences/behaviours that it can engage in. In academic study, this concept of the divided and narrative-constructivist self is well-represented in disciplines ranging from philosophy (e.g., Dennett 1991, 2005), developmental psychology (e.g., Markus & Nurius 1986; Bruner 1990, 2001; Stern 1994), cognitive psychology (e.g., Hermans & Kempen 1993; Hermans 2002), neuropsychology (e.g. Damasio 1999), psychiatry (e.g., Feinberg 2001), to linguistics (e.g., McNeil 1996; Ochs & Capps 1996; Nair 2003). Depending on the particular theory, however, emphasis is often placed either on its divided or its narrative-constructivist nature. This thesis argues, however, that the two are coexistent and interdependent, and both are essential to the self�s ontology. Its objectives are therefore: (i) to propose a partitioned-narrative model of the self which unifies the two perspectives by positing that the partitioned-representational (Dinsmore 1991) nature of narratives entails the partitioned structure of the self; and (ii) to propose that the partitioned-narrative ontology of the self is what enables and motivates much of our self-reflective discourse and the grammatical resources for constructing that discourse. Partitioning guarantees that a part of the self, i.e., one of its narratives, can be selectively attended to, foregrounded, objectified, and hence talked about. Narrativity provides the contextual guidance and constraints for meaning-construction in such discourse. This claim is substantiated with three application cases: the use of anaphoric reflexives (I found myself smiling); various usages of proper names, including eponyms (the Shakespeare of architecture), eponymic denominal adjectives (a Herculean effort), etc.; and partitive-self constructions which explicitly profile partitioned and selectively focal narratives (That�s his hormones talking). When analysed using the proposed model, these apparently disparate behaviours turn out to share a common basis: the partitioned-narrative self.

Contrary to common folk and expert theory, the human self is not unitary. There is no Cartesian theatre or homunculus functioning as a metaphorical overlord. Rather, it is an abstractum gleaned from a person�s experiences-a centre of narrative gravity (Dennett 1991). Experiences are a person�s cognisance of her ventures in life from a particular unique perspective. In perspectivising her experiences, the person imputes a certain structure, order, and significance to them. Events are seen as unfolding in a certain inherently and internally coherent way characterised by causality, temporality, or intentionality, etc. In other words, a person�s self emerges out of her innumerable narrativisations of experience, as well as the different protagonist roles she plays in them. Her behaviours in different situations can be understood as different life-narratives being foregrounded, when she is faced with different stimuli different experiences/events present. In real life, self-reflective discourse frequently alludes to a divided, partitive self, and the experiences/behaviours that it can engage in. In academic study, this concept of the divided and narrative-constructivist self is well-represented in disciplines ranging from philosophy (e.g., Dennett 1991, 2005), developmental psychology (e.g., Markus & Nurius 1986; Bruner 1990, 2001; Stern 1994), cognitive psychology (e.g., Hermans & Kempen 1993; Hermans 2002), neuropsychology (e.g. Damasio 1999), psychiatry (e.g., Feinberg 2001), to linguistics (e.g., McNeil 1996; Ochs & Capps 1996; Nair 2003). Depending on the particular theory, however, emphasis is often placed either on its divided or its narrative-constructivist nature. This thesis argues, however, that the two are coexistent and interdependent, and both are essential to the self�s ontology. Its objectives are therefore: (i) to propose a partitioned-narrative model of the self which unifies the two perspectives by positing that the partitioned-representational (Dinsmore 1991) nature of narratives entails the partitioned structure of the self; and (ii) to propose that the partitioned-narrative ontology of the self is what enables and motivates much of our self-reflective discourse and the grammatical resources for constructing that discourse. Partitioning guarantees that a part of the self, i.e., one of its narratives, can be selectively attended to, foregrounded, objectified, and hence talked about. Narrativity provides the contextual guidance and constraints for meaning-construction in such discourse. This claim is substantiated with three application cases: the use of anaphoric reflexives (I found myself smiling); various usages of proper names, including eponyms (the Shakespeare of architecture), eponymic denominal adjectives (a Herculean effort), etc.; and partitive-self constructions which explicitly profile partitioned and selectively focal narratives (That�s his hormones talking). When analysed using the proposed model, these apparently disparate behaviours turn out to share a common basis: the partitioned-narrative self.

M.A. / This study explores the narratives of six women who were subjected to peer abuse, or bullying, during their school years and attempts to discover the legacy of such persecution. The literature on bullying is discussed together with gender differences in the expression of bullying, various hypotheses about these differences, and the importance of peer relationships during childhood and adolescence. The process of enquiry is embedded in a social constructionist perspective, in particular within a narrative frame, and uses narrative analysis of the content of participants’ stories to elicit common themes. Themes that emerged relate mainly to participants’ social interaction. Use of a variety of defensive techniques in social settings, vigilance extending to hypervigilance, inability to trust, inability to accept from others, social anxiety, wariness around females and self-esteem issues surfaced. Other manifestations of distress, for example depression and loneliness, are not experienced by all participants. Some of the discourses around bullying that may inform participants’ stories and the researcher’s interpretations are explored. Similarities to other forms of abuse and psychological trauma are considered, for example loss of memory, hypervigilance and emotional numbing. The implications for therapy are considered, together with the importance of peer relationships in childhood and adolescence. The need for unequivocal adult intervention in preventing peer abuse is emphasised.

In the study of Narratology, theorists focus on not only the narrative but also the narrator. This is the Who telling the What. While there are many philosophical views regarding authorial intent, and differing opinions as to "who" the narrator is and the many forms the narrator can take, filmed narrative complicates matters even further. For the purpose of this project I will seek to place a new definition on the latent yet prominent role of the true narrator of filmed narratives--money. Due to the complex nature of the film medium, I recognize that film criticism and the discussion of money can be applied to the many and varied aspects of film making, including but not limited to film as art, film as commodity, film genres, film styles, etc. However, I will be restricting my discussions of the role of money in film making at its most simplistic levels: (i) The fact that money prescribes the very presence of an image on film, and (ii) How money influences the narrative represented by those images.

Orientador: Raquel Salek Fiad / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-26T02:48:56Z (GMT). No. of bitstreams: 1 Gomes-Santos_SandovalNonato_M.pdf: 25904535 bytes, checksum: 270e4abac6fbb63fe205312720282345 (MD5) Previous issue date: 1999 / Resumo: É proposta deste trabalho caracterizar os modos de relação dialógica que escreventes-alunos estabelecem com a linguagem em um evento particular de produção escolar da escrita -o evento "Recontando histórias". Essa caracterização é constituída pelo recurso que fazemos ao conceito de gênero discursivo, tal como abordado na reflexão bakhtiniana. Considerando, na esteira de Bakhtin, que, ao enunciarmos, estamos inseridos em gêneros discursivos que adquirem uma certa estabilidade em diferentes esferas da atividade humana, nossa tarefa, neste estudo, consiste, portanto, em compreender os modos de circulação dialógica dos escreventes pelos gêneros que adquirem um funcionamento particular na ocasião em que tais escreventes recontam histórias. Para tanto, nosso primeiro movimento consiste em estabelecer uma conceituação de gênero discursivo segundo uma perspectiva enunciativo-discursiva, o que permite que o tomemos como modo de organização do acontecimento enunciativo, plasmado em formas mais ou menos estáveis de enunciados. Em seguida, procedemos à caracterização do que denominamos evento "Recontando histórias" e dos gestos enunciativos de que se constitui, o que nos leva a uma decisão metodológica importante: dentre os gestos enunciativos constitutivos desse evento, centramos nosso interesse em dois: a) o atribuído ao professor, quando conta a história e quando tenta estabelecer o direcionamento que a atividade de recontar deve tomar ¿ gesto organizado no gênero "instruções para a atividade de produção escrita" - e b) o gesto de recontar dos alunos, ocasião em que circulam tanto pelo gênero "instruções" quanto pelos gêneros, no caso particular deste nosso estudo, "contos de fadas" e "lendas". Finalmente, passamos à análise de um conjunto de trinta textos escritos por alunos de segunda série do ensino fundamental do Núcleo Pedagógico Integrado (NPI) - Escola de Aplicação da Universidade Federal do Pará (UFPA) - durante dois períodos letivos - 1995 e 1996. ...Observação: O resumo, na íntegra, poderá ser visualizado no texto completo da tese digital / Abstract: This thesis describes how students learning to write establish dialogical relations with language when retteling written stories in a classroom evento taking into account that discourse gemes are produced in different social activities, this study explains how students move through discourse gemes that emerge in this particular event. This study has three parts. First, the concept of discourse geme is discussed on the basis of Bakhtin's concept of iscourse gemes as relatively stable forms of utterance. Secondly, the elements that constitute the event "Retelling stories" are characterized considering two aspects: the role attributed to the teacher as he tells the story, suggesting - through a particular geme called "instructions to writing" -how the students can retell the story; the activity of retelling as realized by the students, a result of the moving through the "instructions" and other gemes that have been presented, such as "fairy tales" and "legends". Finally an analysis of 30 written texts is presented. These texts were written by second grade elementary school students at the Núcleo Pedagógico Integrado (NPI) - Escola de Aplicação of the Universidade Federal do Pará (UFPA) in 1995 and 1996. The methodological procedures were based on what has been denominated as indiciary paradigm, which permits both the apprehension of linguistic traces manifested in the texts, as well as an understanding of how the subject/writer who retells stories is constituted. ...Note: The complete abstract is available with the full electronic digital thesis or dissertations / Mestrado / Ensino-Aprendizagem de Lingua Materna / Mestre em Linguística Aplicada

Orientador: Rosana do Carmo Novaes Pinto / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T14:25:19Z (GMT). No. of bitstreams: 1 Cazarotti-Pacheco_Mirian_D.pdf: 2561618 bytes, checksum: 1d863a50d3d3f6457471619b2f5e22c9 (MD5) Previous issue date: 2012 / Resumo: Esta tese tem como principal objetivo apresentar e discutir o discurso narrativo oral - que se revelou como aquele que mais resiste nas afasias - como (i) um espaço privilegiado para a análise dos impactos das afasias na linguagem dos sujeitos tanto no nível do sistema linguístico - para avaliar, por exemplo, as dificuldades de combinação e seleção de elementos (fonético-fonológicos, sintáticos e semântico-lexicais) - como aspectos pragmáticos e discursivos; (ii) um contexto no qual se pode observar e analisar as soluções criativas encontradas pelos afásicos para driblar suas dificuldades e (iii) um espaço para o trabalho de reorganização linguístico/cognitiva no acompanhamento terapêutico. A narrativa, dessa forma, pode ser compreendida também como uma metodologia que possibilita eliciar dados singulares, uma vez que são produzidos em situações efetivas de uso da linguagem. Para o desenvolvimento do trabalho, foram selecionados onze episódios narrativos, produzidos dialogicamente entre sujeitos afásicos e não-afásicos em sessões coletivas e individuais do Grupo III do Centro de Convivência de Afásicos (CCA), vídeo-gravados e posteriormente transcritos e analisados segundo metodologia qualitativa, de cunho indiciário (cf. GINZBURG, 1986/1989). Todos os sujeitos afásicos que participaram desta pesquisa produziram narrativas, mesmo aqueles com afasias consideradas graves do ponto de vista da produção. Buscamos analisar os elementos constitutivos de cada episódio narrativo considerando-se as categorias postuladas por Labov & Waletsky (1967) e mobilizando também conceitos bakhtinianos para explicitar os processos que os afásicos percorrem para se aproximar de seu querer-dizer (como enunciado, acabamento, conclusibilidade etc), assim como questões relativas à ética que deve orientar os processos terapêuticos. As práticas sociais de linguagem, em situações de uso efetivo, possibilitam que o afásico exerça seu papel de sujeito ativo nos círculos sociais dos quais faz parte, mesmo nos casos considerados "graves". O trabalho orientado pelas teorias enunciativodiscursivas privilegia os sujeitos e não a sua patologia; dão vez e voz aos afásicos, demanda que o seu interlocutor se constitua verdadeiramente como "parceiro da comunicação verbal" (cf. BAKHTIN, 1979/2010), que se coloque disponível para a escuta (cf. PONZIO, 2010) / Abstract: The main goal of this thesis is to present and discuss the narrative discourse - which was found to be the most resistant in aphasia - as (i) a privileged locus for the analysis of its impact on language, either on the linguistic system (to evaluate, for instance, the difficulties of selection and combination of linguistic elements - phonetic/phonological, syntactic and lexical-semantic), as well as concerning pragmatic and discursive aspects; (ii) as a context in which one can observe and analyze the creative solutions found by the aphasics in order to face their difficulties; (iii) as a locus for the linguistic/cognitive reorganization during the therapeutic follow-up. Narrative discourse, this way, may be understood as a methodology which makes it possible to elicit singular data, once they are produced in effective use of language. To develop the work, eleven narrative episodes were selected, which were produced dialogically between aphasic and non-aphasic subjects during individual sessions and group meetings of Group III of Centro de Convivência de Afásicos (CCA). Data were videorecorded, afterwards transcribed and analyzed according to qualitative methodology, of evidentiary nature (cf. GINZBURG, 1986/1989). All the aphasic subjects who participated in this research produced narratives, even those that can be considered to have severe aphasia, from the perspective of production. We sought to analyze the constitutive elements of each narrative episode, taking into consideration the categories postulated by Labov & Waletsky (1967) and also mobilizing bakhtinian concepts to explicit the paths which aphasics follow in order to approach their speech-will, as well as questions concerning the ethics that must guide the therapeutic processes. The social practices, in situations of effective use of language, make it possible to the aphasics to play the role of active subjects in the social circles they participate, even in severe cases. The work guided by enunciative-discursive theories privileges the subjects, not pathologies; it gives voice to the aphasics (and restitutes them their turn); it demands that the interlocutor of the aphasic becomes truly the partner of the verbal communication (cf. BAKHTIN, 1979/2010); it demands that he (the partner) puts himself available to listen to the aphasic (cf. PONZIO, 2010) / Doutorado / Linguistica / Doutor em Linguística

Necessitated by a heightened focus on global migration and its impact on educational realities across the globe, this study examined how educational experiences of students with refugee backgrounds are characterized in US educational news outlets. 385 articles from three online education news sites in the US were examined using a narrative-discursive approach. Analysis demonstrated how mutually dependent narrative patterns constructed students as resilient survivors, while schools were positioned as safe havens designed to support them. We show how these narrative patterns were accomplished through the use of common discursive features, positioning refugee student populations and the institutional responsibility of schools in bounded ways. We consider these findings in light of how broader discourses visible in news media narratives shape and reflect the reality of refugee-background students’ educational experiences in the US.

Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-04-08T17:14:47Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese_SuzanaPaulino - BC.pdf: 3480904 bytes, checksum: d9bfc32743b3ae7384814c8010705101 (MD5) / Made available in DSpace on 2016-04-08T17:14:47Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese_SuzanaPaulino - BC.pdf: 3480904 bytes, checksum: d9bfc32743b3ae7384814c8010705101 (MD5) Previous issue date: 2015-09-14 / CAPES / Considerando o contexto econômico vivenciado na última década, especialmente a crise que repercutiu globalmente, a partir de 2008, e a necessidade de a publicidade se adaptar às novas exigências da sociedade, criando uma nova retórica (ROCHA, 2010), o discurso publicitário bancário televisivo aborda o público-alvo com uma linguagem estratégica de estrutura narrativa que pode levar este a se endividar ao consumir os produtos e serviços ofertados. Nesse sentido, o presente estudo tem por objetivo analisar como o discurso de economia moral é utilizado como estratégia para promover o consumo de produtos e serviços financeiros e investiga contradições nesse discurso. Buscamos compreender como esse discurso reflete na língua valores, comportamentos e crenças, contribuindo para a compreensão de como os fenômenos econômicos afetam a vida dos indivíduos e como o comportamento destes pode influenciar a economia e a língua. Portanto, considerando a complexidade do discurso e da sociedade, decidimos realizar uma análise qualitativa, apoiada pelos pressupostos teórico-metodológicos da Análise Crítica do Discurso (FAIRCLOUGH, 2001, 2003) devido à sua dimensão ideológica na constituição do discurso e por problematizar a relação entre o discurso e a sociedade. Para esta pesquisa, foram analisados 8 anúncios televisivos dos bancos HSBC e Santander, brasileiros e Ingleses, lançados entre os anos de 2010 e 2014. Também nos apoiamos nos pressupostos da Multimodalidade de Kress e Van Leween (2001); van Leeuwen (2005), Caldas-Coulthard e van Leeuwen, (2003); Bennett (2007, 2013). Também nos fundamentamos em Sayer (2000, 2004); Bourdieu (1977; 1991; 2000; 2006; 2009); Marx (1973); bem como em Rocha (2010), Maingueneau (2001) e Carvalho (2000). Os resultados revelam que existe um discurso econômico-moral simulado, a nova retórica do capital (ROCHA, 2010), que se caracteriza pela abordagem da “responsabilidade social” e da “qualidade de vida”, que vem sendo utilizado no discurso publicitário bancário como uma ferramenta de sedução e persuasão do público com o intuito de construir argumentos em favor dos interesses dos bancos para a permanência do capital. Assim, as publicidades bancárias têm explorado um modelo de discurso que se apresenta supostamente ético e moralizado, simulando uma preocupação com o bem-estar da sociedade, mas caracterizado por contradições, uma vez que os princípios e objetivos dos bancos são diferentes dos de solidariedade, pois visam lucros, exploração e manutenção da hegemonia capitalista. / Considering the economic context, especially the global crisis started in 2008, and the need of publicity to adapt to the new demands of society, creating a new rethoric (ROCHA, 2010), TV bank publicity discourse approach to the public is by a narrative structured strategic language, guiding them to debts by consuming the offered products and services. This study aims at analysing how the discourse of moral economy is used as a strategy to promote the consumption of banking products and services; and investigates contradictions in this discursive construction. We aimed at understanding how this discourse reflects values, behaviors and beliefs in the language, contributing to the understanding of how economic phenomena affect the lives of individuals and how their behavior can influence the economy and the language. Therefore, considering the complexity of discourse and of the society, we decided to investigate the problem based on the theoretical and methodological assumptions of Critical Discourse Analysis (FAIRCLOUGH, 2001, 2003) due to its ideological dimension in the constitution of discourse and for considering the relationship between discourse and society. We analysed 8 Brazilian and English TV ads of HSBC and Santander, collected within 2010 and 2014 to conduct a qualitative analysis, supported by the theoretical assumptions of multimodality of Kress and Van Leween (2001); van Leeuwen (2005), Caldas-Coulthard and van Leeuwen (2003); Bennett (2007, 2013). We also considered Sayer (2000, 2004); Bourdieu (1977; 1991; 2000; 2006; 2009); Marx (1973), as well as Rocha (2010); Maingueneau (2001) and Carvalho (2000). The results show that there is a simulated moral economy that is the new rhetoric of capital, characterized by the “social responsibility” and “life quality” discourse that has been used in banking advertising discourse as a seduction and persuasive tool aiming at building arguments in favour of bank interests to maintain capital. Thus, the bank advertisements have explored a discourse model that shows itself as ethical and moralized, worrying about the well being of the society, but characterized by contradictions, since the objectives of banks are different from those of solidarity, because these institutions seek profit, exploitation and the maintenance of the capitalist hegemony.

La presente investigación se inscribe en los estudios de adquisición de segundas lenguas, en concreto en los estudios de la interlengua, y responde al propósito del estudio del fenómeno de la variabilidad, tomando como indicador de esta el uso de la morfología verbal en contextos de pasado en el discurso narrativo. El trabajo se sitúa en el paradigma cualitativo descriptivo y propone relacionar, en su análisis de datos, diversos niveles de la lengua entre sí. Así, se contemplan y categorizan diferentes cuestiones como: la estructuración del discurso, la secuencia narrativa, la posición del hablante respecto a la narración (cambios de perspectiva), el plano de la narración (foco y fondo), la categoría temporal de las acciones (simultáneas, retrospectivas, prospectivas), el aspecto léxico de los predicados (logro, realización, actividad y estado), la morfología verbal, las perífrasis, las oraciones subordinadas y los marcadores de tiempo (adverbios, construcciones adverbiales). Todo ello, con el fin de descubrir y describir patrones de actuación y relaciones entre los diferentes componentes y niveles del sistema en los distintos niveles de competencia. El análisis se ha hecho siempre en función de las tres variables independientes establecidas en el estudio: 1) la lengua primera (L1) de los aprendices de español: aprendices de L1 francés y japonés, 2) su nivel de competencia: alumnos de niveles principiante, intermedio y avanzado y 3) el tipo de prueba que estos realizan: tres pruebas diferentes cada uno de ellos. Por un lado a) una narración oral libre y personalizada de una experiencia vivida por el propio sujeto, b) una narración oral guiada por una secuencia de dibujos de una tira cómica y c) la misma narración, esta vez escrita a modo de relato sobre la misma tira cómica. Los análisis de los datos, codificados con el sistema computacional de CHILDES, responden a las siguientes preguntas: 1) El grado y el tipo de variabilidad de la interlengua en el uso de la morfología verbal en contextos de pasado, ¿varía según el nivel de competencia de los aprendices, de su L1 o de la prueba que realizan? 2) ¿A qué factores o fenómenos está asociada la variabilidad en el uso de la morfología verbal? ¿Varían dichos factores en función del nivel de competencia de los aprendices, de su L1 o de la prueba que realizan? 3) ¿Presenta sistematicidad la variabilidad en la distribución de la morfología verbal en contextos de pasado? Los resultados muestran rasgos coincidentes en los dos grupos de sujetos de lenguas primeras tipológicamente distantes (francés y japonés) que, sin embargo, no se corresponden con el uso nativo. Así, respecto al grado de variabilidad de la interlengua según los diversos niveles de competencia, ésta presenta una curva en U en los dos grupos. En cuanto al tipo de prueba en que se detecta un mayor grado de estabilidad se trata de la narración escrita en los dos casos. Sin embargo, se observan rasgos no coincidentes entre los grupos como el caso del indicador de variabilidad que toman. En los resultados presentamos los patrones de actuación observados en nuestros datos así como los principios que guían la organización de la interlengua relacionadas con su nivel de competencia. / This research is part of the studies of second language acquisition, in particular the interlanguage studies, and responds to the purpose of the variability in narrative discourse. The research’s aim is to describe patterns and relations between the different components and levels of the system at various levels of learner’s proficiency. Analysis has been always made according to three independent variables set in the study: 1) the first language (L1) of Spanish learners: learners of Japanese and French L1, 2) their level of competence: Beginner, Intermediate and Advanced level 3) the type of task that they perform: three different task each one: a) a free and personalized oral narrative of an experience of their own life, b) a storytelling guided by a sequence of drawings of a comic strip and c) the same narrative, this time written as a story about the same comic strip. The analysis of the data, encoded with the computational system of CHILDES, respond to the following questions: (1) The degree and type of interlanguage variability in the use of the verbal morphology in past contexts, vary according to the level of competence of learners, their L1 or the test carried out? (2) What factors or are associated with variability in the use of the verbal morphology? They vary such factors depending on the level of competence of apprentices, their L1 or the test carried out? (3) Does the variability in the distribution of the verbal morphology in past contexts is systematic? The results show features matching in the two groups of subjects from distant first languages (French and Japanese) which, however, do not match the native use of the language.

No description available.