Tradução e estudo do discurso \"Contra Timarco\", de Ésquines. O estudo se concentra na condição tríplice do texto, como discurso jurídico, retrato do comportamento sexual masculino da Atenas do Período Clássico e exemplo da recepção primitiva da obra homérica em uma situação distante do contexto dos festivais e simpósios. / Translation and study of the speech \"Against Timarchos\", by Aeschines. The analysis focus on the trifold condition of the text, as a juridical speech, a portrait of the male sexual behavior in Classic Athens and an example of early reception of Homer\'s poetry, in a condition that differs from festivals and symposiums.

Orientadores: Marcos Aurelio Pereira, Maria Bernadete Marques Abaurre / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-25T05:38:28Z (GMT). No. of bitstreams: 1 Jesus_CarlosRenatoR.de_D.pdf: 2671899 bytes, checksum: 14ae0d99724e6cba11c1e9aadc8fe130 (MD5) Previous issue date: 2014 / Resumo: Nossa pesquisa consiste em discutir determinados elementos presentes no Orator ¿ obra de Marco Túlio Cícero, orador romano do séc. I a.C. ¿ que tratam da questão do ritmo como fator integrante do discurso oratório. Escrito no ano 46 a.C. e constituindo o seu último grande tratado de Retórica, o livro trata dos requisitos do orador ideal, entre os quais prevalece o domínio dos elementos rítmicos da prosa. Concentrar-nos-emos mais detidamente na composição rítmica do período oratório, desde sua formulação grega, passando pela sua construção no mundo romano até sua constituição em Cícero. Discutiremos as questões mais relevantes acerca dos principais recursos estéticos que concorrem para sua composição, como, por exemplo, as cláusulas métricas e os demais elementos prosódicos, como o acento, que viabilizam sua elaboração. Tencionamos, com isso, descobrir até que ponto as inferências do orador romano sobre o período oratório podem ser analisadas sob a ótica de um paradigma linguístico moderno, especificamente, a fonologia métrica e a fonologia prosódica, e de que modo suas reflexões podem contribuir para a compreensão da língua latina no que tange ao seu aspecto prosódico / Abstract: Our research consists in a discussion about some elements found in the Orator ¿ one of the books of Marcus Tullius Cicero, Roman rhetorician and orator of the 1st century BCE ¿, which deals with the issue of rhythm as part of the oratory speech. Written in the year of 46 BCE, the book is his last great treatise on rhetoric and deals with the requirements of the ideal orator, among which prevails mastering of the elements of prose-rhythm. We will focus on the rhythmic composition of the oratory period, its Greek formulation, its construction in the Roman world and its incorporation by Cicero. We will also discuss the most relevant issues on the main aesthetic features that contribute to its composition, as for example, the metric clausulae and other prosodic elements such as accent, that enable their development. We intend, therefore, to check out whether Cicero¿s formulations of oratory periods can be analyzed from a modern linguistic perspective, specifically metric and prosodic phonology, and how his theory contributes to understanding the Latin language / Doutorado / Linguistica / Doutora em Linguística

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Le Mans a possédé un des collèges de l’Oratoire les plus réputés de France après celui de Juilly. Les Oratoriens se sont installés au Mans en 1624 sous l’autorité épiscopale de Mgr Charles Beaumanoir de Lavardin (1610-1637), qui appliquait un des aspects essentiels de la Réforme tridentine : éduquer les jeunes ! Cette thèse vise à appréhender les nombreuses difficultés rencontrées par les supérieurs, les préfets et les régents jusqu’en 1792. Les problématiques ont ainsi porté sur l’originalité de leurs enseignements, sur leurs relations avec le jansénisme, sur leurs pratiques spirituelles christocentriques et les difficultés financières qui provoquèrent dans certains esprits la volonté de municipaliser l’établissement. Le collège a été un relais de Port-Royal dans la cité avec le « Grand Arnauld » qui y professa plusieurs années. La longue période précédant la Révolution fut marquée par deux affaires théologiques qui vinrent troubler l’image de l’institution mancelle, en proie à des relations conflictuelles avec l’évêque du Mans, Mgr de Grimaldi. La Constitution civile du clergé, en 1790, marqua une rupture définitive entre les professeurs « Sacerdotem » et les enseignants-laïcs. / Le Mans owned one of the most Oratorian schools in France after the one of Juilly. The Oratorians settled in Le Mans in 1624 under the episcopal authority of Mgr Charles Beaumanoir de Lavardin, wich implemented one of the most essentials aspects of the Tridentine Reform : raise youths ! This thesis aims at grasping the numerous difficulties met by seniors, prefects and regents until 1792. The issues bore upon the novelty of their teachings, upon their relationship with Jansenism, upon their spiritual Christ-centered practices and the financial hardships hich triggered in some people’s minds the willingness to make the institution part of the city. The school was a relay of Port-Royal with the « Grand Arnauld » who instructed few years. The long period before the Revolution was affected by two theological affairs with came to blur the image of the Le Mans Institution. The civil Constitution of the clergy, in 1790, marked a definitive breaking off between the « Sacedotem » teachers and the non-religious teachers.

The purpose of this research was to identify the motives and use of language of William Sloane Coffin, Jr., president of SANE/FREEZE organization. The rhetorical elements of his peace speeches between the years 1978-1988 were analyzed using Kenneth Burke's dramatistic pentad as a method of analysis.

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As a concept that represents teacher professionalism and expertise, pedagogical content knowledge (PCK) has received extensive research attention since the mid-1980s. PCK refers to the blending of content and pedagogy into an understanding of how particular aspects of subject matter are organized, adapted, and represented for instruction (Shulman, 1987). Recent studies have shown that PCK impacts instruction quality and student learning (Beyer & Davis, 2012). Nevertheless, in the field of English language teaching (ELT), PCK remains unnoticed by many language teachers (Kind & Chan, 2019). PCK pertaining to speaking instruction is even more underrepresented. Meanwhile, English teaching in mainland China has undergone reforms aimed at promoting students' oral proficiency, but many problems still exist. Most studies have explored teaching methodologies, learning strategies, and the assessment of speaking. However, there is not much research on improving teaching effectiveness from the perspective of teachers' PCK. This qualitative multiple case study examines teachers' PCK from the perspective of teaching English speaking over a two-year period. Purposeful sampling was employed, and five EFL instructors were the key informants. The instructors worked in different universities in mainland China and taught various levels of speaking courses. The data include classroom observations, teacher interviews, student interviews, reflection journals from the teachers, and various course syllabuses. The study findings emphasize the contents and features of EFL teachers' PCK in a more systematic way and show that teachers' PCK comprises six components: knowledge of features of curriculum, pedagogy, learners' challenges, language enhancement, course evaluation, and the educational context. Each category contains a variety of subcategories. Two paths are revealed for the development of PCK: one path is for teachers to develop their PCK by studying the relevant literature and then transform that knowledge into students' comprehensible knowledge based on students' understanding; another path is for teachers to transfer or adjust PCK from other courses or people to their own instruction and then develop PCK through evaluation and reflection. The study also shows that based on three developmental models (the trial-based approach, top-down approach, and inquiry-based approach), the teacher participants advanced in three aspects: spiritual enrichment, renewed teacher roles, and philosophical inquiry. In addition, in this study, PCK is proven to be dynamic, personal, and transformative rather than static, canonical, and integrative. Theoretically, this study proposes a comprehensive framework of PCK components and development for speaking instructors and underscores the concept of meta-representations. It adds to the literature on EFL teachers' cognition in the Chinese context, thus broadening and enriching the research on EFL teachers' PCK in the educational field. Practically, the study highlights the importance of appropriating the educational context, establishing teacher beliefs and philosophy, and improving teachers' critical literacy as well as their language competency. The findings can also enhance teacher educators' and policy-makers'awareness of specific subject matter and deepen their understanding of speaking instruction. The findings shed light on how to improve overall EFL speaking pedagogy, empower EFL teachers, and facilitate their professional development within the context of English curriculum reform. Limitations of the study lie in its restricted timeframe, limited resources, and sampling size. Future research directions could be to conduct a longitudinal study with more participants or to develop and quantify PCK measurements.

As a concept that represents teacher professionalism and expertise, pedagogical content knowledge (PCK) has received extensive research attention since the mid-1980s. PCK refers to the blending of content and pedagogy into an understanding of how particular aspects of subject matter are organized, adapted, and represented for instruction (Shulman, 1987). Recent studies have shown that PCK impacts instruction quality and student learning (Beyer & Davis, 2012). Nevertheless, in the field of English language teaching (ELT), PCK remains unnoticed by many language teachers (Kind & Chan, 2019). PCK pertaining to speaking instruction is even more underrepresented. Meanwhile, English teaching in mainland China has undergone reforms aimed at promoting students' oral proficiency, but many problems still exist. Most studies have explored teaching methodologies, learning strategies, and the assessment of speaking. However, there is not much research on improving teaching effectiveness from the perspective of teachers' PCK. This qualitative multiple case study examines teachers' PCK from the perspective of teaching English speaking over a two-year period. Purposeful sampling was employed, and five EFL instructors were the key informants. The instructors worked in different universities in mainland China and taught various levels of speaking courses. The data include classroom observations, teacher interviews, student interviews, reflection journals from the teachers, and various course syllabuses. The study findings emphasize the contents and features of EFL teachers' PCK in a more systematic way and show that teachers' PCK comprises six components: knowledge of features of curriculum, pedagogy, learners' challenges, language enhancement, course evaluation, and the educational context. Each category contains a variety of subcategories. Two paths are revealed for the development of PCK: one path is for teachers to develop their PCK by studying the relevant literature and then transform that knowledge into students' comprehensible knowledge based on students' understanding; another path is for teachers to transfer or adjust PCK from other courses or people to their own instruction and then develop PCK through evaluation and reflection. The study also shows that based on three developmental models (the trial-based approach, top-down approach, and inquiry-based approach), the teacher participants advanced in three aspects: spiritual enrichment, renewed teacher roles, and philosophical inquiry. In addition, in this study, PCK is proven to be dynamic, personal, and transformative rather than static, canonical, and integrative. Theoretically, this study proposes a comprehensive framework of PCK components and development for speaking instructors and underscores the concept of meta-representations. It adds to the literature on EFL teachers' cognition in the Chinese context, thus broadening and enriching the research on EFL teachers' PCK in the educational field. Practically, the study highlights the importance of appropriating the educational context, establishing teacher beliefs and philosophy, and improving teachers' critical literacy as well as their language competency. The findings can also enhance teacher educators' and policy-makers'awareness of specific subject matter and deepen their understanding of speaking instruction. The findings shed light on how to improve overall EFL speaking pedagogy, empower EFL teachers, and facilitate their professional development within the context of English curriculum reform. Limitations of the study lie in its restricted timeframe, limited resources, and sampling size. Future research directions could be to conduct a longitudinal study with more participants or to develop and quantify PCK measurements.

Through the translation and analysis of a major speech, the political thought and rhetorical devices of Mohammed Mossedeq, former Prime Minister of Iran (1951-1953), are examined. Just as cultural and philosophical differences account for many problems in such a translation, so have they led to Mossedeq's being largely misunderstood in the West. The study therefore presents a more positive view of Mossedeq, emphasizing his nationalism, which has inspired countless movements toward independence among the Third World nations. Chapters deal with the background of the study, problems of translation (including the semantic and lexical nonequivalences between languages, as well as cultural differences), and significant details from Mossedeq's biography, in addition to the principal translation, rhetorical analysis, and summary chapters. Mossedeq was deeply aware of the politica1 problems of Iran, the most important of which were: (1) the interference of foreign powers, especially England and the Anglo-Iranian Oil Company; (2) the total corruption of the Iranian government; and (3) the lack of political awareness and education of the Iranian people. A major solution to the first problem was Iran's nationalization of her oil resources. The main speech reflects this event and its impact on Iran, as well as on the rest of the wor1d, in the larger context of the need for the Iranians to unite and become conscious of their power and resources. The speech outlines Mossedeq's political motives, his plans for alleviating Iran's government and people. It also illustrates Mossedeq's charismatic appeal: he was a skilled speaker, one who stirred his audiences, whether they were members of the Iranian parliament (Majlis), or illiterate peasants. His language was simple yet highly communicative-- and no one before him had ever received such public support in Iran.

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