Made available in DSpace on 2014-06-11T19:24:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-05-25Bitstream added on 2014-06-13T18:21:26Z : No. of bitstreams: 1 pinto_tp_me_rcla.pdf: 768177 bytes, checksum: f3dde9d06b1d60d19e760b819ad914f1 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Este trabalho esboça um mapeamento dos usos da linguagem em sala de aula de matemática. Mais especificamente, analisa como professores utilizam a linguagem para comunicar-se com seus alunos durante as aulas. Inicialmente são expostas nossas intenções e a leitura de algumas produções em Educação Matemática que se aproximam de nossa proposta. Em seguida, apresentamos os dois aportes teóricos que dão sustentação ao nosso trabalho, o Modelo dos Campos Semânticos e os Jogos de linguagem de Wittgenstein, apresentando cada um deles separadamente para considerar, posteriormente, seus pontos de aproximação e distanciamento. As filmagens nas salas de aula de dois professores foram transformadas em clipes que, transcritos, nos ajudaram a organizar os dados por nós constituídos para esta pesquisa. Com a análise desses dados, a partir dos aportes teóricos adotados, foi possível elencar “eventos” que caracterizam alguns usos da linguagem e, por fim, são fundamentais para constituir nosso mapa como um jogo de linguagem da sala de aula de matemática. / This work has as its main intention build a map on how language is used in Math classrooms, specifically we try to understand how teachers use language in order to share meanings with their students. Initially we present our main intentions, summarizing some researches close to our purposes. The two theoretical framework which give support to our study – the Model of Semantic Fields and the Wittgenteiniam “games of language” – are then presented and discussed in their similarities and distinctions. Some classrooms activities of two teachers were recorded and turned in “clips”. The clips were transcribed it help us to organize the data for our research. Data analysis – developed according to our theoretical framework – allowed us to build the so-called “events”, sketching a mapping on how language can be used in math classrooms.

The influence of a Semitic language, Arabic, on Portuguese vocabulary is the subject of this thesis. To contextualise this investigation, the first part of this thesis provides an introduction to Arabic, its history, and its linguistic particularities, as well as an overview of the history of Arabic influences upon Portuguese. Particular attention is given to the phonetic transformations of Arabic loan words resulting from the contact and exchange between speakers of these languages. Portuguese was influenced by Arabic in discrete phases, which are described in detail: the period of Muslim rule in Portugal in the Middle Ages and the period of migration of African Muslim slaves and the Syro-Lebanese population to Brazil. Having outlined Arabic words brought into Portuguese usage, the second part of this thesis then turns to the analysis of this corpus of loan words. Thanks to various Portuguese corpora, the frequency of Arabic loan words is analysed. This thesis is completed with an appendix including supplementary information about Arabic and cities of the former Gharb Al-Andalus. Key words: Arabic, Portuguese, lexicology, Arabic loan words, Syro-Lebanese migration, semantic fields

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-11T15:37:22Z No. of bitstreams: 1 arethafontesalves.pdf: 3205656 bytes, checksum: 5fc98b7b40ec8618513671e0d6085944 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:36:16Z (GMT) No. of bitstreams: 1 arethafontesalves.pdf: 3205656 bytes, checksum: 5fc98b7b40ec8618513671e0d6085944 (MD5) / Made available in DSpace on 2016-04-24T03:36:16Z (GMT). No. of bitstreams: 1 arethafontesalves.pdf: 3205656 bytes, checksum: 5fc98b7b40ec8618513671e0d6085944 (MD5) Previous issue date: 2013-11-08 / O presente trabalho tem como objetivo levantar as características de um Curso de Serviço de Álgebra Linear voltado a alunos de Licenciatura em Matemática. Para tanto, desenvolvemos uma análise segundo o Modelo dos Campos Semânticos e uma revisão de literatura, voltada para três temas que permeiam nosso estudo, são eles: a Produção de Significados para a Álgebra Linear; a noção de Curso de Serviço e; a Formação Matemática do Professor de Matemática. Esta análise possibilitou que nos preparássemos para realizar uma pesquisa de campo que se constituiu em um seminário de Álgebra Linear com o intuito de estruturar quais seriam estas características. / This work aims to raise the characteristics of a Service Course in Linear Algebra for students of Mathematics. For that, we develop an analysis according to the Model of Semantic Fields and a literature review focused on three themes that permeate our study, they are: Production of meanings for Linear Algebra, the notion of Service Course and; the Mathematics Training of mathematics teacher. This analysis allowed us to prepare ourselves to conduct a field research which constituted which was constituted by a seminary in Linear Algebra with the aim of structuring what these characteristics would be.

[pt] Este trabalho busca descrever o léxico do belo e do feio, em língua portuguesa, partindo de informações de dicionários para realizar buscas em um grande corpus de textos literários. Especificamente, o trabalho faz uso dos corpora anotados acessíveis pelo projeto AC/DC (Acesso a corpora/ Disponibilização de corpora), para, a partir de padrões que levam em conta itens lexicais do campo da beleza e da feiura, revelar aquilo que, em língua portuguesa, é considerado belo e, também, o que é considerado feio. Realizado em dois momentos distintos, o presente trabalho utilizou um dicionário digital e um físico, em seu primeiro momento, a fim de se levantar o vocabulário da língua portuguesa que circunscrevesse os campos semânticos da beleza e da feiura e o corpus Literateca, no segundo momento, o que permitiu a observação dos contextos recorrentes para os itens lexicais de cada campo. Por fim, além da descrição e análise dos dados encontrados, é elaborado um panorama cultural que tenta explicar tais ocorrências nas circunstâncias em que aparecem. / [en] This work seeks to describe the lexicon of the beautiful and the ugly, in portuguese, using information from dictionaries to search a large corpus of literary texts. Specifically, the work makes use of the annotated corpora accessible by the AC/DC Project (Access to corpora/ Availability of corpora), in order to, from patterns that take into account lexical items in the field of beauty and ugliness, reveal what, in portuguese language, is considered beautiful and, also, what is considered ugly. Carried out in two different moments, the present work used a digital dictionary and a physical dictionary, in its first moment, in order to get the vocabulary of the portuguese language that circumscribes the semantic fields of beauty and ugliness and the Literateca corpus, in the second moment, which allowed the observation of the recurrent contexts for the lexical items of each field. Finally, in addition to the description and analysis of the data found, a cultural panorama is elaborated that tries to explain such occurences in the circumstances in which they appear.

The object of the study was volitional sphere of personality. The subject of the study was the semantic fields of the concept of "will." The master's thesis consists of an introduction, three chapters, conclusion, a list of literature (70 sources) and applications, including forms of applied techniques, the classifier of associative connections, and the scheme of volitional action. The volume of the master's thesis is 103 pages, on which are placed 8 figures and 13 tables. The introduction reveals the relevance of the research problem, the development of the problem, the purpose and objectives of the research, the object and subject of the research, the main hypothesis are formulated, the methods and the empirical base are specified. The first and second chapters include a review of foreign and domestic literature on the topic of the study. The first and second chapters include a review of foreign and domestic literature on the topic of the study. The first chapter includes a description of approaches to the study of will and methods of its investigation. The second chapter includes a description of the psychosemantic approach in psychology in general and the study of the will in particular. Conclusions on the first and second chapters are the results of the study of theoretical material. The third Chapter is devoted to the empirical part of the study. It describes the organization and methods studies and the results obtained for all methodologies used: Ch. Osgood semantic differential, associative experiment. The conclusions of Chapter 3 include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, the practical significance of the study. / Объектом исследования является волевая сфера личности. Предметом исследования стали смысловые поля понятия «воля». Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы (70 источников) и приложений, включающих в себя бланки применявшихся методик, классификатор ассоциативных связей и схему волевого действия. Объем магистерской диссертации 103 страницы, на которых размещены 8 рисунков и 13 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется основная гипотеза, указываются методы и эмпирическая база. Первая и вторая главы включают в себя обзор иностранной и отечественной литературы по теме исследования. Первая глава включает в себя описание подходов к изучению воли и методов ее исследования. Вторая глава включает в себя описание психосемантического подхода в психологии в целом и к изучению воли в частности. Выводы по первой и второй главам представляют собой итоги по изучению теоретического материала. Третья глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методам: семантический дифференциал Ч. Осгуда и ассоциативный эксперимент. Выводы по главе 3 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования.

Sammanfattning Den här uppsatsen undersöker verbanvändningen i skriftlig produktion hos en grupp avancerade svenska som andraspråkselever. Studien granskar såväl kvantitativa som kvalitativa aspekter i elevernas verbordförråd. Uppsatsens syfte är att kartlägga L2-elevernas verbvokabulär med avseende på frekvens, variation, fördelning över semantiska fält samt semantisk och konstruktionsmässig korrekthet. L2-gruppens resultat kontrasteras mot en kontrollgrupp bestående av L1-elever. Undersökningsmaterialet består av 20 argumenterande uppsatser skrivna av komvuxelever med svenska som andraspråk samt 20 argumenterande uppsatser skrivna av komvuxelever med svenska som förstaspråk. Samtliga verb har extraherats, räknats och, i de fall det varit tillämpbart, satts in i ett av de 13 semantiska fält som undersökts i uppsatsen. De olika typer av inkorrekt verbanvändning som påträffats i materialet har kategoriserats utifrån feltyp. De typer av fel som varit av intresse i denna studie är konstruktionsfel i prefixverb, reflexivverb, partikelverb samt fel i verb + substantiv- kollokationer. Förutom konstruktionsfel undersöker uppsatsen även primärt semantiska fel, dvs. fel som i första hand har att göra med verbets semantiska betydelse. Undersökningsresultatet visar att verbfrekvensen hos L2-talarna är lägre i jämförelse med L1-gruppen. Orsaken därtill är att L1-uppsatserna i snitt är längre än L2-uppsatserna och därmed innehåller många fler verb. Det verkar inte föreligga någon anmärkningsvärd skillnad i verbvariationen om man ser till verben i sin helhet. Vissa semantiska fält är dock mer utbyggda och mer varierade i L1-gruppen.         Verbfrekvenstabellerna visar att andelen partikelverb är hälften så stor i L2-gruppen jämfört med L1-gruppen. Listan över de 20 vanligaste verben visar att andraspråkseleverna, vid en jämförelse med L1-eleverna, underanvänder verben få och ska och överanvänder säga, vilja och finnas. Eftersom inga fler indikationer på överanvändning av kärnverb ges i materialet måste just detta interimspråkdrag ses som en mycket begränsad företeelse hos de avancerade L2-eleverna.         De allra vanligaste feltyperna hos såväl L1- som L2-talare är av primärt semantisk karaktär. Bland dessa fel är, i L2-gruppen, fel kopplade till det semantiska fältets betydelsesidoordning vanligast. Det innebär att studien pekar mot att det som ställer till mest problem för andraspråkseleverna, när det gäller verblexikonet, är sådant som har att göra med semantisk precisering och nyansering, dvs. att välja rätt synonym. / Abstract This essay deals with lexical competence in written language production among advanced learners of Swedish as a second language. The study focuses on the use of verbs with regard to both quantitative and qualitative aspects. The aim of this essay is to examine the L2-learners verb vocabulary, paying attention to frequency, variation, distribution in semantic fields as well as semantic and constructional correctness. The results of the investigations are compared to the results of a control group consisting of L1-speakers.         The material in the present investigation consists of 40 argumentative essays written by 20 adult students with Swedish as their second language and 20 adult students with Swedish as their first language. All students were enrolled in an adult education program, attending the courses Swedish as a second language B and Swedish B at senior high school level.         All verbs have been extracted, counted and, where applicable, inserted into the 13 semantic fields which are examined in this study. Errors in connection with the use of verb have been categorized according to two major error types, i.e. constructional errors (errors connected to prefixed verbs, reflexive verbs, particle verbs, and errors in verb + noun combinations) and primarily semantic errors.         The investigation demonstrates that the verb frequency is lower in the L2-group compared to the L1-group. The higher verb frequency in the L1-group is probably due to the, on average, longer essays in that particular group.            The verb frequency tables show that use of particle verbs is twice as high in the L1-essays compared to the L2-essays. The tables of the 20 most common verbs demonstrate that L2-students, compared to the L1-students, tend to underuse certain verbs and overuse others. Three verbs that are particularly overused by the L2-students, are säga, vilja and finnas, while the verbs få and ska underused to a great extent by the same group. The tree overused verbs are nuclear verbs in their specific semantic fields (VERBAL COMMUNICATION, WISH and EXISTENCE). Apart from the overuse of these nuclear verbs the investigation material does not give further indications of overuse of nuclear verbs. This shows that overuse of nuclear verbs as an interlanguage feature is not particularly prominent in the advanced L2-learners.              There does not seem to be any notable difference in verb variation when looking at the verbs in their entirety. However, certain semantic fields are more extended and more varied in the L1-group.         In the essays written by the L1-students there are very few occurrences of constructional errors. The most frequent error type, in both student groups, is of a semantic nature. The L2-material shows that the most common semantic error is related to the horizontal structure (and not the vertical structure) of the semantic fields. This means that L2-students find it hard to differ between synonyms in the same semantic field at the same hierarchical level. The current study thus indicates that, as far as the verb vocabulary goes, the L2-students main difficulty is semantic specification, i.e. choosing the right synonym. Among the combinatory errors, the errors connected to verb + noun combinations have the highest frequency.

CHARLES UNIVERSITY - FACULTY OF ARTS DEPARTMENT OF ENGLISH LANGUAGE AND ELT METHODOLOGY Relationships between the borrowed Old Norse adjectives in English and their Old English counterparts MA THESIS Supervisor: prof. PhDr. Jan Čermák, CSc. Author: Světlana Müllerová Abstract: The aim of this MA thesis is to examine the relationship between six word pairs, each comprising an Old Norse adjectival borrowing in Middle English and its Old English counterpart along with its Middle English reflex for further reference. The inquiry into their relationship involves an analysis of: their (i) formal aspects, (ii) syntactic properties, (iii) semantic fields and (iv) external factors possibly contributing to their obsolescence or survival, such as the restriction to certain text types or geographic localization, as suggested by the individual linguistic profiles in the Linguistic Atlas of Early Middle English and Linguistic Atlas of Late Mediaeval English. The description of individual semantic fields of the given words is based on their semantic classification within the Historical Thesaurus of English. This analysis is based on the occurrences of the individual words as taken from the dictionaries Middle English Dictionary and Dictionary of Old English, and related corpora Dictionary of Old English Corpus and...