O presente estudo teve como principal objetivo investigar a comunicação verbal e não-verbal na interação educadora-bebê, nos primeiros dois anos de vida. Participaram da pesquisa 4 bebês, com idades entre 5 e 14 meses, que freqüentam o berçário de uma Escola de Educação Infantil e a educadora responsável pelo atendimento a esta turma. Foi realizado um estudo observacional (filmagem) em dois contextos de interação: diádico (troca de fraldas) e grupal (sala de aula), em uma instituição de ensino particular, localizada em um bairro de nível socioeconômico médio-alto, na cidade de Porto Alegre. Os filmes foram transcritos e pontuados conforme protocolos construídos para este estudo. A análise das descrições gerou três principais categorias de comportamento das crianças (choro, exploração/jogo social e conflito/disputa por atenção). Do ponto de vista da educadora, foram observados comportamentos verbais distribuídos em quatro categorias: Perguntas, Comentários, Comandos e Outros Comportamentos verbais. Os comportamentos não verbais foram classificados em três tipos gerais: Contato Físico, Relação com Objetos e Ausência de Interação. Os dados deste estudo sugerem que o papel da educadora do berçário envolve a capacidade de acolher demandas de crianças que ainda não têm condições de verbalizar, mas que, através de suas atitudes, indicam suas necessidades. Sendo assim, além de realizar atividades mais voltadas ao cuidado e assistência, desenvolver as potencialidades cognitivas e físicas do bebê, o trabalho com bebês também envolve atenção especial às necessidades emocionais da criança. Os resultados deste estudo sugerem que mesmo antes da emergência da linguagem, a criança desenvolve, nos primeiros dois anos de vida, uma incrível capacidade comunicativa. Estas interações iniciais com o ambiente já configuram formas simbólicas de expressão que não se restringem à fala, mas são formas não verbais de comunicação. Seu desenvolvimento depende da capacidade dos cuidadores de perceber e traduzir estas diferentes formas de linguagem. / The present study aimed to investigate the verbal and nonverbal communication in the educator-infant interaction, in the first two years of life. Four infants, aged 5, 9, 13 and 14 months, took part in the study, as well as the educator responsible for the class. The infants were enrolled in a private education institution, located in a medium-high class neighborhood, in the city of Porto Alegre. An observational study was conducted with both the children and the teacher being filmed in two interactive contexts: dyadic and group. The videos were coded by two independent coders based on the child´s and teacher´s behaviours. Three main child´s categories were generated: crying, exploration/play and conflict/dispute of attention. The teacher´s verbal categories were: questions, commentaries, commands and other verbal behaviours. The nonverbal behaviours were: physical contact, relations with objects and absence of interaction. The analysis of the observations also showed a rich spectrum of verbal and nonverbal behaviors, on the part of the educator, associated to the child's basic needs. Even the most operational activities (feeding, changing diapers, containing, etc) were taken by the educator as an educational moment, since they were constantly accompanied by dialogues, conversations, descriptions, comments or questions. The results of this study suggest that even before the emergency of language, the child shows, in their first two years of life, an incredible communicative capacity. These initial interactions with the environment already represent symbolic forms of expression which are not limited to the speech, but are forms of nonverbal communication. His/her development depends on the caretaker’s capacity to notice and translate these different language forms.

O presente estudo teve como principal objetivo investigar a comunicação verbal e não-verbal na interação educadora-bebê, nos primeiros dois anos de vida. Participaram da pesquisa 4 bebês, com idades entre 5 e 14 meses, que freqüentam o berçário de uma Escola de Educação Infantil e a educadora responsável pelo atendimento a esta turma. Foi realizado um estudo observacional (filmagem) em dois contextos de interação: diádico (troca de fraldas) e grupal (sala de aula), em uma instituição de ensino particular, localizada em um bairro de nível socioeconômico médio-alto, na cidade de Porto Alegre. Os filmes foram transcritos e pontuados conforme protocolos construídos para este estudo. A análise das descrições gerou três principais categorias de comportamento das crianças (choro, exploração/jogo social e conflito/disputa por atenção). Do ponto de vista da educadora, foram observados comportamentos verbais distribuídos em quatro categorias: Perguntas, Comentários, Comandos e Outros Comportamentos verbais. Os comportamentos não verbais foram classificados em três tipos gerais: Contato Físico, Relação com Objetos e Ausência de Interação. Os dados deste estudo sugerem que o papel da educadora do berçário envolve a capacidade de acolher demandas de crianças que ainda não têm condições de verbalizar, mas que, através de suas atitudes, indicam suas necessidades. Sendo assim, além de realizar atividades mais voltadas ao cuidado e assistência, desenvolver as potencialidades cognitivas e físicas do bebê, o trabalho com bebês também envolve atenção especial às necessidades emocionais da criança. Os resultados deste estudo sugerem que mesmo antes da emergência da linguagem, a criança desenvolve, nos primeiros dois anos de vida, uma incrível capacidade comunicativa. Estas interações iniciais com o ambiente já configuram formas simbólicas de expressão que não se restringem à fala, mas são formas não verbais de comunicação. Seu desenvolvimento depende da capacidade dos cuidadores de perceber e traduzir estas diferentes formas de linguagem. / The present study aimed to investigate the verbal and nonverbal communication in the educator-infant interaction, in the first two years of life. Four infants, aged 5, 9, 13 and 14 months, took part in the study, as well as the educator responsible for the class. The infants were enrolled in a private education institution, located in a medium-high class neighborhood, in the city of Porto Alegre. An observational study was conducted with both the children and the teacher being filmed in two interactive contexts: dyadic and group. The videos were coded by two independent coders based on the child´s and teacher´s behaviours. Three main child´s categories were generated: crying, exploration/play and conflict/dispute of attention. The teacher´s verbal categories were: questions, commentaries, commands and other verbal behaviours. The nonverbal behaviours were: physical contact, relations with objects and absence of interaction. The analysis of the observations also showed a rich spectrum of verbal and nonverbal behaviors, on the part of the educator, associated to the child's basic needs. Even the most operational activities (feeding, changing diapers, containing, etc) were taken by the educator as an educational moment, since they were constantly accompanied by dialogues, conversations, descriptions, comments or questions. The results of this study suggest that even before the emergency of language, the child shows, in their first two years of life, an incredible communicative capacity. These initial interactions with the environment already represent symbolic forms of expression which are not limited to the speech, but are forms of nonverbal communication. His/her development depends on the caretaker’s capacity to notice and translate these different language forms.

La gestuelle entre petit à petit dans le domaine de la didactique des langues. Elle y reste certes, encore très marginale, mais on ne peut plus la reléguer totalement ; les nouvelles générations de didacticiens s’y intéressent, des travaux se font,quelques indices montrent que la gestuelle prend une bonne place dans la légitimité pédagogique. Notre étude vise donc à cerner expérimentalement ce qui est généralement traité sur la base de l’intuition ou d’observations personnelles.Cette intuition nous l’avons nous-même partagée car c’est avant tout en tant qu’enseignant de FLE au Yémen, que nous nous sommes intéressé à ce phénomène. Pour évaluer l’importance du geste, il faut une méthodologie expérimentale et puisqu’il n’en existe quasiment pas concernant le geste pédagogique, c’est en tant que chercheur que nous nous assignons la tâche d’en élaborer une dans cette thèse. Nous faisons l’hypothèse que le geste pédagogiqueest une pratique essentielle pour rendre le cours de FLE plus explicite. De ce fait, il doit être analysé de façon précise d’où l’utilité de revoir la formation des enseignants. Etant donné que notre expérience pédagogique avec les enseignantsyéménites est celle qui a le plus suscité de questionnements autour de ce thème, nous avons décidé d’observer nos collègues, enseignants yéménites, dans deux universités (Sana’a et Dhamar). Nous sommes parti de deux hypothèsesessentielles : a) le geste pédagogique est un acte de parole ; b) son interprétation exige beaucoup de connaissances d’ordre culturel. Il nous a paru nécessaire de souligner l’importance du geste pédagogique dans l’enseignement/apprentissage des langues étrangères aux apprenants yéménites adultes. / The gestural language is entering little by little the didactic area. It is still, very rare, but we can no longer totally ignore it; the new generations of didacticiens are interested by it, projects are on way, some evidence shows that the gestural takes agood place in the pedagogical legitimacy. Our study therefore aims experimentally what is generally treated on the base of intuition or personal observation. It is before all, as teachers of FFL (French as a Foreign Language) in Yemen, that we have personally experienced this intuition and have become interested in this phenomenon. To evaluate the importance of the gesture, you need an experimental methodology, it is as researcher, that we will realise the experiments to elaborate one in this thesis. We consider that the pedagogical gesture is an essential practice to make the FFE class more explicit. Therefore, it is necessary to review the training of teachers. Since our pedagogic experience with Yemeni teachers is what has given us the most questioning around this theme, we have decided to observe our colleagues; Yemeni teachers, in twouniversities (Sana’a and Dhamar). We have gone from two essential assumptions: a) the pedagogical gesture is an act of non-verbal communication. b) its understanding asks for good level of cultural knowledge. We find it necessary to underline the importance of the pedagogical gesture in teaching/learning foreign languages to adult Yemenites.

La thèse porte sur la communication olfactive impliquant les individus, en position d’interactants, lors de situations de communication de « face-à-face ». Nous pensons que porter un parfum est une forme d’intention communicative sur ce que le sujet parfumé communicant aspire à être. Dans le champ des sciences de l’information et de la communication, la communication olfactive est étudiée dans un contexte théorique mobilisant des ressources issues de l’interactionnisme et de l’ethnométhodologie.Se parfumer, apparaissant comme une envie de communiquer sur son soi, nous essayons de mieux comprendre les processus de construction identitaire en articulation avec le soi. Cependant, comme l’odorat est un sens très intimiste, se référant notamment aux expériences olfactives passées, la qualité d’un parfum est une donnée très subjective. C’est pourquoi, sur le plan méthodologique, nous avons construit un protocole, axé sur la notion d’interaction (Goffman), afin de manipuler différents contextes d’échanges. L’objectif est de mieux comprendre quel rôle le parfum joue dans diverses situations de communication interpersonnelle.Une enquête qualitative a été menée sur 35 sujets, issus deux pays voisins, la Suisse et la France. Chaque interview en profondeur est basée sur un test projectif où le sujet est amené à construire la représentation d’un individu communiquant en fonction d’une senteur. Les résultats montrent que ne pouvant nous « réapproprier » la perception de l’autre, nous sommes contraints d’inférer, à partir de son comportement et de notre propre expérience, ce qu’il ressent. Le sujet infère des informations qu’il juge adéquates et pertinentes sur l’autre en se basant sur son vécu expérientiel en lien avec le parfum qu’il sent : l’odeur devient un dispositif d’information qui véhicule des données précédemment encodées. L’individu parfumé est alors un dispositif communicationnel exposé au nez de l’interactant. Ce dernier, récepteur de la communication olfactive, infère les intentions communicatives de l’individu parfumé à partir de l’odeur qu’il perçoit. L’odeur est un « marqueur moral » (Le Breton, 2006), révélatrice de ce que nous sommes intrinsèquement, en tant qu’individu, la bonté sent bon, tout ce qui est de l’ordre du malsain « empeste ». La thèse montre qu’hommes et femmes n’ont pas les mêmes impressions olfactives à propos des mêmes parfums, qu’il existe des formes de corrélations olfactives en termes d’imaginaire d’un individu à un autre, indépendamment de l’âge et du pays d’origine. Conduisant à construire une identité sociale, certains parfums inspirent plus de sympathie, voire de naïveté que d’autres. A l’inverse, certains provoquent du mépris et même du dégoût. / The thesis focuses on olfactory communication involving individuals in position of interactants during "face to face" communication situations. I believe that wearing a fragrance is one form of communicative intent on what the communicating subject aspires to be. In the field of information and communication sciences, olfactory communication is studied in a theoretical context which mobilises resources from interactionism and ethnomethodology. Since wearing perfume appears to be a desire to communicate about our self, I try to understand better the processes of identity construction in conjunction with the self. However as the sense of smell is very intimate, for instance it refers to past olfactory experiences, the quality of a fragrance is a very subjective data. Therefore, my methodology was built according to a protocol based on the concept of interaction (Goffman) in order to handle different contexts of exchanges. The aim is to understand better what role scent plays in various situations of interpersonal communication.A qualitative survey was conducted on 35 subjects from two neighboring countries, Switzerland and France. Each in-depth interview is based on a projective test for which the subject is required to build a representation of a communicating individual according to a scent. The results show that since we cannot "reclaim" the perception of the other, we are forced to infer what he feels according to their behavior and our own experience. The subject infers information on the other he deems appropriate and relevant, based on his experiential background in relation with the perfume he smells: the odor becomes an information device that conveys previously encoded data. The perfumed individual is therefore a communicative device exposed to the nose of the interactant. The latter, receiving olfactory communication, infers the communicative intentions of the fragranced individual from the smell he perceives. The odor is a "moral marker" (Le Breton, 2006), revealing who we truly are as an individual, kindness smells good, everything dodgy "stinks." The thesis shows that men and women have different olfactory impressions about the same scents, that there are forms of correlations in terms of olfactory imagination from one individual to another, regardless of how old they are and where they come from. Some perfumes inspire more sympathy or even more ingenuousness than others in order to lead us towards building a social identity. However, others on the contrary can cause contempt and even disgust.

O presente estudo teve como principal objetivo investigar a comunicação verbal e não-verbal na interação educadora-bebê, nos primeiros dois anos de vida. Participaram da pesquisa 4 bebês, com idades entre 5 e 14 meses, que freqüentam o berçário de uma Escola de Educação Infantil e a educadora responsável pelo atendimento a esta turma. Foi realizado um estudo observacional (filmagem) em dois contextos de interação: diádico (troca de fraldas) e grupal (sala de aula), em uma instituição de ensino particular, localizada em um bairro de nível socioeconômico médio-alto, na cidade de Porto Alegre. Os filmes foram transcritos e pontuados conforme protocolos construídos para este estudo. A análise das descrições gerou três principais categorias de comportamento das crianças (choro, exploração/jogo social e conflito/disputa por atenção). Do ponto de vista da educadora, foram observados comportamentos verbais distribuídos em quatro categorias: Perguntas, Comentários, Comandos e Outros Comportamentos verbais. Os comportamentos não verbais foram classificados em três tipos gerais: Contato Físico, Relação com Objetos e Ausência de Interação. Os dados deste estudo sugerem que o papel da educadora do berçário envolve a capacidade de acolher demandas de crianças que ainda não têm condições de verbalizar, mas que, através de suas atitudes, indicam suas necessidades. Sendo assim, além de realizar atividades mais voltadas ao cuidado e assistência, desenvolver as potencialidades cognitivas e físicas do bebê, o trabalho com bebês também envolve atenção especial às necessidades emocionais da criança. Os resultados deste estudo sugerem que mesmo antes da emergência da linguagem, a criança desenvolve, nos primeiros dois anos de vida, uma incrível capacidade comunicativa. Estas interações iniciais com o ambiente já configuram formas simbólicas de expressão que não se restringem à fala, mas são formas não verbais de comunicação. Seu desenvolvimento depende da capacidade dos cuidadores de perceber e traduzir estas diferentes formas de linguagem. / The present study aimed to investigate the verbal and nonverbal communication in the educator-infant interaction, in the first two years of life. Four infants, aged 5, 9, 13 and 14 months, took part in the study, as well as the educator responsible for the class. The infants were enrolled in a private education institution, located in a medium-high class neighborhood, in the city of Porto Alegre. An observational study was conducted with both the children and the teacher being filmed in two interactive contexts: dyadic and group. The videos were coded by two independent coders based on the child´s and teacher´s behaviours. Three main child´s categories were generated: crying, exploration/play and conflict/dispute of attention. The teacher´s verbal categories were: questions, commentaries, commands and other verbal behaviours. The nonverbal behaviours were: physical contact, relations with objects and absence of interaction. The analysis of the observations also showed a rich spectrum of verbal and nonverbal behaviors, on the part of the educator, associated to the child's basic needs. Even the most operational activities (feeding, changing diapers, containing, etc) were taken by the educator as an educational moment, since they were constantly accompanied by dialogues, conversations, descriptions, comments or questions. The results of this study suggest that even before the emergency of language, the child shows, in their first two years of life, an incredible communicative capacity. These initial interactions with the environment already represent symbolic forms of expression which are not limited to the speech, but are forms of nonverbal communication. His/her development depends on the caretaker’s capacity to notice and translate these different language forms.

This thesis deals with specific language impairment. The theoretical part introduces related terminology, classification, etiology, symptomatology and diagnostic issues. The research section analyzes the different linguistic levels in a sample of children and devotes a common specific variations in verbal production that could be designed as diagnostic markers. The qualitative study was an analysis of verbal production of nine children ranging in age from 5.4 to 5.7 years, with specific language impairment. In all the statements were reflected deficits in the use of sibilance, skipping voice in the first position, disruption of understanding to varying extents, incorrect naming and difficulties výbavností words and disturbance of speech and other prosodic factors. Morphology and syntax has always seen the most significant disruption, but was very heterogeneous. Powered by TCPDF (www.tcpdf.org)

This study tested the hypothesis that the combination of teachers' sense of efficacy, and teacher motivation predicts student participatory behavior, and that teacher behaviors mediate this relationship. This study consists of two parts: surveying community college instructors and observing instructors' lectures and student participation.

The concept or phenomenon od performativity occurs in different forms or terms in many humanity studies, especially in the second half of the 20th century. It interferes with linguistics, philosophy of thought, narratology, gender and cultural studies and even with epistemology and ethics. The notion of performativity appeared in philosophy and linguistics for the first time along with J. L. Austin's speech and perfomative acts. The first one describes the situation, the second one generates the situation. J. Derrida pointed out that the realization of speech acts and communication are not so obvious and depend on performance that maintains their status and identity. J. Derrida furthermore shows that performance does not only appear in the literary field; the law is for example performative in the sense that it sets itself up by a speech act. M. Foucault was interested of the role of performativity within a socially organized body and subjectivity. The performance of language and discourse is also essential in J. Butler's work which follows M. Foucault or J. Derrida and describes mechanisms for establishing gender subjectivity and physicality. She claims that the body is created simultaneously by the linguistic naming which it decribes. Butler writes up the process of gender differentiaton as...

The aim of this diploma thesis is to analyze the rhetorical profile of one of the most prominent Czech rhetors after the Velvet revolution, physician and politician David Rath. In the theoretical part, the author comprehensively processes the history of public speaking based on the ancient but still current rhetorical tradition of ancient Greece and Rome. Furthermore, the work describes all the specifics defining both the interpersonal communication itself, as well as its individual aspects - specifically, verbal, nonverbal and psychological components, along with persuasive and manipulative techniques. The practical part is co-created by two key aspects - the career and political profile of David Rath and the analysis of his speech. The theoretical basis in combination with the knowledge of the life story of the central speaker forms the basis and context for the analysis of Rath's rhetoric. On carefully selected speeches, the author then examines in detail how the observed rhetor can adapt to various situations across the communication spectrum. The researched findings can then be used for further analyses of a similar focus.

The thesis examines a sign and its theory, focusing on the function of sign in art, particularly in theatre. Both communication conditions and meaning production are covered. The practical part analyzes particular theatrical signs in 'The Education of Little Tree' performance. Selected parts of the performance are examined in detail with regards to the theatrical signs and generating meaning in terms of work with gesture. Further it studies changes of actors' characters and as well as analogue and digital communication. It deals with the question how to create a wide range of characters and settings while using only a very limited selection of props, coulisses and costumes. The results of nonverbal communication analysis are presented in the conclusion of the thesis.