Thesis (M.A.)--Trinity Evangelical Divinity School, 2007. / Includes bibliographical references (leaves 76-78).

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The broad topic of this study is the nature and the effects of making and interpreting complaints in intercultural interactions involving international students and South African administrative staff in two Stellenbosch University residences. It appears that during these interactions, the international students are often frustrated by the way their complaints are handled. As a speech act, the effectiveness of a complaint depends on the way it is expressed and understood and also on the social context in which it is performed. In this regard, the study examines the influence of cultural differences on the way complaints are made and responded to in the above-mentioned intercultural interactions. The study aims to analyse intercultural situations involving the making and understanding of complaints that may result in misunderstandings. The complaints data were collected through a discourse completion task, performed by 24 international students belonging to six cultural groups, namely American, Chinese, Dutch, Gabonese, German and Libyan. All the students were residents in one of two student residences of Stellenbosch University. The social acceptability judgments data were elicited from three Afrikaans-speaking South African staff members of these residences, and from an additional six Afrikaans-speaking South African students who served as informants. All the data were analyzed within the pragmatic framework of the CCSARP (Cross-Cultural Speech Act Realization Project), as developed by Blum-Kulka, House and Kasper (1989). The main findings of the analysis indicate that the six cultural groups differed in the way they made their complaints. Moreover, these differences influenced the manner in which some complaints were understood by the staff members. It was also found that the staff members’ responses to the complaints were influenced by their social acceptability judgments of the international students’ utterances. These findings lead to three main conclusions: (i) the way in which complaints are made and understood is influenced by factors that relate to cultural differences; (ii) such cultural differences may lead to misunderstandings; and (iii) conscious efforts to create greater awareness of cultural differences will lead to a better understanding of the way in which people of different cultural groups make and respond to complaints. / AFRIKAANSE OPSOMMING: Hierdie studie handel breedweg oor die aard en effek van klagtes, soos uitgedruk en geïnterpreteer tydens interkulturele interaksies tussen internasionele studente en Suid-Afrikaanse administratiewe personeel in twee koshuise van die Universiteit Stellenbosch. Dit blyk dat die studente dikwels gefrustreerd voel oor die manier waarop hulle klagtes in sulke interaksies gehanteer word. Die effektiwiteit van ’n klagte, as ’n taalhandeling, word bepaal deur die manier waarop dit uitgedruk en verstaan word, asook deur die sosiale konteks waarbinne dit uitgevoer word. Die studie ondersoek in dié verband die invloed van kulturele verskille op die manier waarop klagtes uitgedruk en op gereageer word in die bogenoemde interaksies. Die doel van die studie is om ’n analise te maak van interkulturele situasies waar misverstande kan ontstaan by die uitdruk en interpretasie van klagtes. Die klagte-data is ingesamel deur die voltooiing van ’n diskoers-taak waarby 24 studente van ses verskillende kultuurgroepe betrek is: Amerikaans, Chinees, Duits, Gabonees, Libies en Nederlands. Al die studente was inwoners van een van twee koshuise van Stellenbosch Universiteit. Die data oor sosiale aanvaarbaarheidsoordele is verkry van drie Afrikaanssprekende Suid-Afrikaanse personeellede, en van ’n verdere ses Afrikaanssprekende Suid-Afrikaanse studente wat opgetree het as informante. Al die data is ontleed binne die pragmatiekraamwerk van die CCSARP (“Cross-Cultural Speech Act Realization Project”), soos ontwikkel deur Blum- Kulka, House en Kasper (1989). Die hoofbevindings van die analise dui daarop dat die ses kultuurgroepe van mekaar verskil wat betref die manier waarop hulle hul klagtes uitgedruk het, en dat hierdie verskille ’n invloed het op die manier waarop sommige klagtes geïnterpreteer is deur die personeellede. ’n Verdere bevinding is dat die personeellede se reaksies op die klagtes beïnvloed is deur hulle beoordeling van die sosiale aanvaarbaarheid van die internasionale studente se uitings. Drie hoofgevolgtrekkings kan op basis van dié bevindings gemaak word: (i) die manier waarop klagtes uitgedruk en geïnterpreteer word, word beïnvloed deur faktore wat verband hou met kulturele verskille; (ii) sulke kulturele verskille kan lei tot misverstande; en (iii) daadwerklike pogings om ’n groter bewussyn van kulturele verskille te skep, sal lei tot ’n beter begrip van die manier waarop klagtes uitgedruk en op gereageer word deur mense van verskillende kultuurgroepe.

No description available.

Thesis (MA (African Languages))--Stellenbosch University, 2008. / The study explores how Grade 10 learners use the speech act of apology in an educational environment. Apologies are viewed in this study as a kind of remedial work; action taken to change what may be regarded as an offensive act into an acceptable one. Eight different strategies for complaining and twenty-one for apologising are presented with examples to illustrate each. Data was gathered using questionnaires in order to gain insight in the total number of complaint and apology strategies used. Analysis of the answered questionnaires showed that while there are strategies which are commonly used by both male and female learners, some strategies are used mostly by male learners and some mostly by female learners.

Thesis submitted in: Dec. 1998. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 103-[105]). / Abstract also in Chinese. / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1. --- Signifying: An African American Speech Act --- p.1 / Chapter 2. --- Brief Background of Robert Johnson and Blind Lemon Jefferson --- p.4 / Chapter 3. --- Blues Craze --- p.5 / Chapter Chapter Two: --- Blues Genre --- p.8 / Chapter 1. --- Defining' the Blues --- p.8 / Chapter 2. --- Interpretations of the Blues Genre --- p.12 / Chapter 3. --- Three Downhome Blues Singer's Interpretations of the Blues --- p.15 / Chapter 4. --- """You wanta signifyin' like" --- p.18 / Chapter Chapter Three: --- Signifying and the Blues --- p.20 / Chapter 1. --- Signifying --- p.21 / Chapter 2. --- Implicature --- p.24 / Chapter 3. --- Face Threatening Acts --- p.34 / Chapter 4. --- Off Record FTAs --- p.35 / Chapter 5. --- Off Record FTAs and Signifying --- p.36 / Chapter 6. --- Off record FTA and Signifying in Blues --- p.39 / Chapter 7. --- Signifying and Call-and-Response --- p.42 / Chapter 8. --- Signifying and the Guitar --- p.47 / Chapter 9. --- Signifying and T in Blues Recordings --- p.51 / Chapter 10. --- Signifying and Spirituals --- p.54 / Chapter Chapter Four: --- Robert Johnson and Blind Lemon Jefferson --- p.60 / Chapter 1. --- Robert Jonhson (1911-1938) --- p.60 / Chapter 2. --- Blind Lemon Jefferson (1897-1929) --- p.81 / Chapter Chapter Five: --- Conclusion --- p.98 / Bibliography --- p.103

In this thesis. I have moved away from the general question of 'How do women and men behave linguistically?, (Sing and Bergvall. 1996:19) and have turned to investigate in particular how the speech act of apologies contributes to the production of people as 'women and men' (Sing and Bergvall, 1996:19). In other words, the investigation focuses on the effect of politeness strategies on the construction of gender identities. Using poststrucluralist feminist theory as developed primarily by Weedon (1987), this thesis investigates the politeness strategies employed by some Zulu students at the University of Natal, Durban, in their English-medium interactions with African international students. The speech act of apologies is the area of language investigated, with data being collected primarily by means of role-plays and focus groups. The focus of the analysis is limited to the performance of apologies towards non-Zulus by 12 Zulu male and female students. To this end, the various strategies employed by the respondents were analysed according to the framework developed by Holmes (1989, 1995). In addition, information gathered in the focus groups revealed to what extent politeness strategies are still being transferred from Zulu to English. The strategies employed by these men and women are considered as revealing some of the ways by which politeness contributes to the construction of gender identities, in the University context. On the basis of this limited sample, it is argued that traditional Zulu male masculinity, while still dominant, is now being contested in the University context by some students favouring a less tradition-oriented identity. The strategies employed by the female respondents, on the other hand, suggest that Zulu women students may be beginning to reject traditional Zulu femininity in favour of more westernized identities. / Thesis (M.A.)-University of Natal, Durban, 2000.

Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009. / "September 2008". Bibliography: p. 189-196.

Zugl.: Münster, Universiẗat, Diss., 2004/05.

L'objectif de la thèse est de formuler une théorie psychologiquement plausible de la manière dont les locuteurs assignent des forces illocutoires aux énoncés. / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished

A concepção de linguagem como processo de interação atua como principal norteadora do atual ensino de língua portuguesa. Dentro dos estudos linguísticos, é conhecida como interacionista a perspectiva que defende a ideia de linguagem como, simultaneamente, produto e processo, constituídos na relação entre interlocutores inseridos num contexto comunicativo e social. Várias teorias linguísticas compõem essa perspectiva, dentre as quais destacamos a Pragmática como base teórica deste estudo. Em suas origens, a Pragmática foi definida como um nível de análise, um componente da relação triádica do signo linguístico, conforme a teoria peirceana. Levinson (2007), por sua vez, traz à luz a visão da Pragmática como uma perspectiva, em que o foco de análise é a relação entre intenção (locutor), contexto e compreensão (interlocutor). A Pragmática representa uma contribuição fundamental para práticas docentes eficazes, que desenvolvam nos alunos a competência para produzir discursos adequados às diversas situações de enunciação e para lidar com a complexa variedade de aspectos envolvidos. Diante da importância dessa perspectiva para o ensino de língua, os livros didáticos passaram a incorporar a exploração dos aspectos dessa ordem em seus conteúdos, mas a representatividade dessa abordagem nas coleções didáticas ainda é pouco expressiva. No âmbito dessa problemática, propomos analisar a formação do leitor no livro didático do Ensino Médio, com o objetivo geral de investigar a leitura de gêneros argumentativos à luz da abordagem dos atos de fala. Abordaremos os aspectos dessa questão sob a orientação da perspectiva sociointerativa da cognição, assim como definida por Marcuschi (2008). Nesse viés, corroboramos as ideias de Kleiman (2011) ao entendermos a leitura como processo de produção de sentidos e construção do conhecimento mediado pelo contexto sociocultural. Para o cumprimento do nosso objetivo, selecionamos como corpus os três livros da coleção didática do Ensino Médio Português Linguagens, dos autores William Roberto Cereja e Thereza Cochar Magalhães. Essa coleção foi uma das onze indicadas pelo Guia do Programa Nacional do Livro Didático 2012 (Ensino Médio) e foi a opção mais escolhida nas escolas da rede pública de Aracaju. Nosso foco são os gêneros argumentativos da modalidade escrita, tendo em vista a classificação de Dolz & Sheneuwly (2004). Os gêneros argumentativos que compõem o corpus são: artigo de opinião, resenha crítica, editorial, carta de leitor e carta de reclamação/solicitação. Dessa forma, espera-se que este estudo contribua para o aprimoramento do ensino de leitura considerando-se a perspectiva pragmática da linguagem.