This work deals with possible interferences in gender conceptualization of inanimate objects in bilingual speakers of Hungarian and Slovakian language. It closely pursues the grammatical category of gender (which is present in one of the examined languages, in Slovakian, and absent in the other one - Hungarian). The aim of the performed experiment, in which two groups of speakers participated (one was the previously mentioned group of bilingual speakers of Hungarian and Slovakian, and the second one was a control group of Hungarian monolingual speakers) was to verify if the presence of grammatical gender in one of the two languages, spoken by the bilingual group of speakers, will affect their conceptualization of gender of the inanimate referents. Another aspiration was to find out if bilingual speakers, as well as the monolingual speakers of Hungarian had accordant responses to some of the inanimate objects, and also if there was a congruence in the responses between the two participating groups of speakers. A secondary aim of this experiment was to examine a phenomenon, which appeared in the previous conducted research (Červenková, 2017), which was the effort of the respondents to make the first phoneme of their response identical with the first phoneme of the name of particular object in...

Southern Sotho verbal relative clauses are, on discourse-pragmatic grounds, categorised as direct and indirect. The pragmatic factors that govern the occurrence of these two types of relatives within a particular discourse context are investigated. An analysis of relative clauses occurring in live conversations as well as in the dramas Bulane (Khaketla, 1983) and Tjootjo e tla hloma sese/a (Maake, 1992) reveals that direct relative clauses usually modify the reference of predicate nouns (i.e. nouns used as the complements of copulative predicates), while indirect relative clauses modify the reference of object nouns. Theories which suggest that both predicate as well as object nouns generally convey new information, but that the reference status of predicate nouns is non-specific indefinite, while that of object nouns is specific indefinite, are discussed. A hypothesis suggesting that there is an interrelationship between the reference status of a head noun and the type of relative by means of which it is qualified, is proposed. / African Languages / M.A. (African Languages)

Southern Sotho verbal relative clauses are, on discourse-pragmatic grounds, categorised as direct and indirect. The pragmatic factors that govern the occurrence of these two types of relatives within a particular discourse context are investigated. An analysis of relative clauses occurring in live conversations as well as in the dramas Bulane (Khaketla, 1983) and Tjootjo e tla hloma sese/a (Maake, 1992) reveals that direct relative clauses usually modify the reference of predicate nouns (i.e. nouns used as the complements of copulative predicates), while indirect relative clauses modify the reference of object nouns. Theories which suggest that both predicate as well as object nouns generally convey new information, but that the reference status of predicate nouns is non-specific indefinite, while that of object nouns is specific indefinite, are discussed. A hypothesis suggesting that there is an interrelationship between the reference status of a head noun and the type of relative by means of which it is qualified, is proposed. / African Languages / M.A. (African Languages)

Chronological Bible storying generally assumes a universality of the story teller's theological perspective in selecting and shaping Bible stories interculturally. This paper argues against this approach and proposes a method of crafting contextualized Bible stories which resonate with the worldview of a receptor culture. The influence of the theological and cultural presuppositions of the story teller is reduced through the utilization of the receptor culture's worldview assumptions - those values and beliefs through which the impact of scripture is experienced. The empirical research consisted of observing the responses of Sindhi Muslim men to a reading of John 13:1-10 and then interviewing them to generate cultural expressions which revealed a relationship between their culture and the scripture passage. Analysis of the data disclosed themes which have scriptural referents and can be used as the basis for selecting and crafting Bible stories that resonate with worldview assumptions. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

The purpose of this study is to investigate the perceptions street children have about the most important referents in their life worlds and to propose guidelines to their helpers on the most appropriate intervention. The street children's perceptions of their families, schools, society, peers and themselves were examined through a literature study on the phenomenon of street children and their intervention and, an empirical study consisting of a questionnaire survey and case studies. It was found that the street children generally perceived themselves and these referents negatively, which can be related to experiences of severe physical, emotional and social deprivation. These perceptions influence their involvement with all referents in their lives negatively, as their main tendencies in response to problematic situations are flight, avoidance and withdrawal. Guidelines given to their schools, social-and care-workers, and educational psychologists focused on inter- and intra-personal areas of development. / Psychology of Education / M.Ed. (Guidance and Counseling)

Chronological Bible storying generally assumes a universality of the story teller's theological perspective in selecting and shaping Bible stories interculturally. This paper argues against this approach and proposes a method of crafting contextualized Bible stories which resonate with the worldview of a receptor culture. The influence of the theological and cultural presuppositions of the story teller is reduced through the utilization of the receptor culture's worldview assumptions - those values and beliefs through which the impact of scripture is experienced. The empirical research consisted of observing the responses of Sindhi Muslim men to a reading of John 13:1-10 and then interviewing them to generate cultural expressions which revealed a relationship between their culture and the scripture passage. Analysis of the data disclosed themes which have scriptural referents and can be used as the basis for selecting and crafting Bible stories that resonate with worldview assumptions. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

The purpose of this study is to investigate the perceptions street children have about the most important referents in their life worlds and to propose guidelines to their helpers on the most appropriate intervention. The street children's perceptions of their families, schools, society, peers and themselves were examined through a literature study on the phenomenon of street children and their intervention and, an empirical study consisting of a questionnaire survey and case studies. It was found that the street children generally perceived themselves and these referents negatively, which can be related to experiences of severe physical, emotional and social deprivation. These perceptions influence their involvement with all referents in their lives negatively, as their main tendencies in response to problematic situations are flight, avoidance and withdrawal. Guidelines given to their schools, social-and care-workers, and educational psychologists focused on inter- and intra-personal areas of development. / Psychology of Education / M.Ed. (Guidance and Counseling)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is about the use of anaphoric processes in a Folha de São Paulo editorial newspaper genus. Our analysis refers to one of the reference construction strategies that are still little discussed: the anaphoric encapsulation, to observe how far this point contribute to argument direction. The objective of this study is to verify how the encapsulation process is used in the editorial genus to redraft the speech objects, considering its contribution to the text thematic progression and present argumentative orientation in this genus. We understand anaphoric encapsulation as strategies referentiation which is defined as a phenomenon by which a new discourse referent is created on the basis of information given; becoming thus the argument later predications, but can also result in the categorization of argumentative functions in textual progression. Inside this process, we consider the multiple contextual factors integration (discursive-textual, cognitive, social, cultural, situational), in view of this research, prioritize an approach that considers the integration among referentiation strategies and descriptive analysis of this genus. We selected fifteen (15) editorial in 184 bank / sample. In consideration of analysis, we described as the reconstruction of the most frequente objects speech on the text surface is confirmed by the recurrence of contextual and / or inferential mechanisms in argumentative orientation the genus in study. The theoretical and methodological support adopted develops from the theoretical apparatus of Textual Linguistics, nowadays based on the referentiation process, based on authors such as Mondada and Dubois (2003), Conte (2003), Marcuschi (2008, 2009 ), Koch (2004), Cavalcante (2011), and Lima Cavalcante (2015), Ciulla (2008), Koch and Cortez (2015) and others. The results show that encapsulation constitutes an important benchmark strategy that contributes directly to the textual progression and topical organization. In this way, we verify that this strategy not only has the function of connecting topics, but also constitutes an instrument establishing assessments, and may also lead to text argumentative orientation. / Esta pesquisa versa sobre o uso de processos anafóricos no gênero editorial do jornal Folha de São Paulo. Nossa análise refere-se a uma das estratégias de construção referencial ainda pouco discutida: o encapsulamento anafórico, de modo a observar até que ponto contribui para a orientação argumentativa. O objetivo deste trabalho consiste em verificar como o processo de encapsulamento é utilizado no gênero editorial para reelaborar os objetos do discurso, tendo em vista a sua contribuição para a progressão temática do texto e para orientação argumentativa presente nesse gênero. Entendemos como encapsulamento anafórico uma das estratégias da referenciação que se define como um fenômeno, através do qual, um novo referente discursivo é criado sob a base de uma informação dada; tornando-se, assim, o argumento de predicações posteriores, como também pode resultar na categorização de funções argumentativas na progressão textual. No interior desse processo, levamos em consideração a integração entre múltiplos fatores contextuais (o discursivo-textual, o cognitivo, o social, o cultural, o situacional), haja vista, nesta pesquisa, priorizarmos uma abordagem que leva em conta a integração entre estratégias de referenciação e a análise descritiva de tal gênero. Para isso, selecionamos 15 (quinze) editoriais de um banco/amostra de 184. Em consideração a análise, descrevemos como a reconstrução dos objetos de discurso mais frequentes na superfície do texto se confirma pela recorrência a mecanismos contextuais e/ou inferenciais na orientação argumentativa do gênero em questão. O suporte teórico-metodológico adotado desenvolve-se a partir do aparato teórico da Linguística Textual, na atualidade, baseando-se no processo de referenciação, alicerçado em autores como Mondada e Dubois (2003), Conte (2003), Marcuschi (2008, 2009), Koch (2004), Cavalcante (2011), Lima e Cavalcante (2015), Ciulla (2008), Koch e Cortez (2015) dentre outros. Os resultados evidenciam que o encapsulamento se constitui como importante estratégia referencial que contribui diretamente para a progressão textual e a organização tópica. Desse modo, verificamos que essa estratégia não só apresenta a função de ligar tópicos, como também se constitui de instrumento que estabelece avaliações, podendo também conduzir a orientação argumentativa do texto.

Dans une époque de changements des moyens de représentation et communication en architecture, cette recherche porte sur l’enseignement de la conception architecturale et plus spécifiquement sur l’apport que l’informatique pourrait avoir dans ce processus. En nous basant sur une méthodologie qualitative, exploratoire et participative, nous y procédons par enchainement de questions, celle de départ étant la suivante: Comment l’enseignement de la conception architecturale pourrait tirer avantage des moyens numériques? Notre objectif est de proposer des méthodes et des outils d’apprentissage aux étudiants en architecture pour enrichir leurs démarches de conception grâce à l’ordinateur. Après une revue de la littérature dans le domaine, et un approfondissement de l’étude sur le rôle des référents architecturaux et sur la conception intégrée, nous avons procédé à une observation exploratoire du travail des étudiants en atelier d’architecture. Ces premières étapes de la recherche ont permis de dégager des discordances entre les positions théoriques et la pratique en l’atelier, pour concrétiser ultérieurement la question de recherche. Dans le but de discerner des méthodes efficaces et innovatrices pour répondre aux discordances identifiées, nous avons engagé une étude de la littérature sur les théories cognitives par rapport aux connaissances, l’apprentissage et la conception. Certaines stratégies ont pu être définies, notamment la nécessité de représentation multimodale des référents architecturaux, l’importance de représenter le processus et non seulement le résultat, ainsi que l’avantage d’inciter les étudiants à travailler dans leur ‘zone proximale’ de développement. Suite à ces recherches, une méthode d’enseignement complémentaire a été définie. Elle propose aux étudiants des explorations de l’objet en conception basées sur la manipulation des savoir-faire architecturaux. Cette méthode a été opérationnalisée d’un point de vue pédagogique ainsi que didactique et mise à l’épreuve auprès des étudiants en atelier. Un prototype de librairie de référents architecturaux interactifs (LibReArchI) a été créé dans ce but. Elle a été conçue en tant qu’environnement de conception et espace de partage de savoir-faire entre étudiants et enseignants. Les principaux résultats de cette recherche démontrent le rôle positif de la méthode proposée pour le transfert des savoir-faire architecturaux lors de l’apprentissage en atelier. Son potentiel d’assister la conception intégrée et de stimuler l’émergence d’idées a été constaté. Au niveau théorique, un modèle d’un cycle du processus de design avec le numérique a été esquissé. En conclusion, des avenues de développements futurs de cette recherche sont proposées. / Conducted in a period of transition in the representation and communication strategies in architecture, the present research focuses on architectural design teaching and especially on the contributions of digital means to this process. Based on a qualitative methodology, including participative and exploratory approaches, this research evolved around a progression of questions, the first one being “How could architectural design teaching take advantage of digital technologies?” Our objective was to define computer-assisted teaching methods and digital devices that could enrich the students’ design methods. A starting point of the research was a comprehensive literature review of the domain, including in-depth studies of the role of architectural referents in the design learning process, as well as of the integrated design approaches. The findings from these theoretical studies were then confronted with evidence from observations of the students’ design processes when working on a small architectural task. This revealed some discrepancies between the theoretical positions and the teaching practices in the digital architectural studio. The research question was precised in consequence, in order to address them. Specifically, the present research proposes efficient and innovative methods for resolving the discrepancies between theory and teaching practice, based on cognitive aspects of the underlying processes. Focusing on theories of knowledge, learning and design process, we were able to identify some pertinent cognitive strategies for attaining the objectives of this research, namely the necessity for multimodal representation of referents, the importance of representing the process and not only the result, as well as the advantage of motivating the students to work in their ‘zone of proximal development’. As a result of these studies, a complementary design teaching method was defined. It incites the students to perform design explorations based on manipulations of architectural know-how during the conceptual phase of the project. Pedagogic and didactic strategies for the implementation of this method were developed. A prototype of a library of interactive architectural referents (LibReArchI) was created in order to enrich the students’ ‘design space’ and to serve as shared resource between students and tutors. The main results from this research show a positive role of the proposed design teaching method for architectural know-how learning in the digital studio. It was found that this method has the potential to assist some integrated design strategies and to stimulate the generation of ideas. At the theoretical level, we propose a model of one cycle of the conceptual process when performed with digital means. In conclusion, some limitations of the research are mentioned and perspectives for its future development are drawn.

Partant du constat que le pronom IT connaît, en anglais contemporain, une grande richesse d‘emplois, cette thèse propose une étude de IT référentiel et vise à examiner ses fonctions, son positionnement phrastique et son pouvoir référentiel. Ce pronom occupe toutes les places syntaxiques au sein de la phrase. Il a la spécificité de renvoyer à une entité beaucoup plus complexe qu‘un groupe nominal. De plus, le rapport de IT avec ses antécédents est au cœur de cette étude qui examine aussi les différents facteurs jouant un rôle dans l‘identification du bon référent où la présence textuelle ou situationnelle d‘un antécédent n‘est pas une condition nécessaire pour que le pronom soit référentiel. Un traitement global de tous les emplois référentiels de IT est proposé, car quelle que soit la place de l‘objet désigné par IT, cet objet appartient à la mémoire commune du locuteur et de l‘allocutaire. / In contemporary English, the pronoun IT is used in a great variety of contexts. This doctoral thesis proposes a study of referential IT and aims at examining its functions, its phrasal positions and its referential potential. This pronoun occupies all the syntactical places in the sentence. IT also has the specificity to refer to a more complex entity than to a simple nominal group. The relationship between IT and its antecedents is also in the heart of the present study that examines the various factors playing a role in the identification of the good referent where the textual or the situational presence of an antecedent is not sufficient for the pronoun to be referential. A global treatment of all the referential uses of IT is proposed: whatever is the place of the object indicated by IT, this object belongs to the common memory of the speaker.