Inserido no âmbito da Pragmática intercultural, o presente trabalho tem com objetivo investigar ordens e pedidos em língua italiana, identificando os elementos que caracterizam e diferenciam esses dois atos de fala a partir da percepção de falantes nativos e de brasileiros aprendizes de italiano. Nossas investigações foram motivadas principalmente por questões relacionadas à prática de ensino que, a nosso ver, precisa incluir aspectos relacionados à língua em uso e em contexto. Além disso, ao investigar ordens e pedidos, podemos, do ponto de vista linguístico, abordar o estereótipo segundo o qual os italianos seriam pessoas mais autoritárias em relação aos brasileiros. Para atingir nossos objetivos, elaboramos um questionário online composto por interações verbais entre falantes nativos, gravadas em áudio e vídeo, e diálogos extraídos de material cinematográfico. Os vídeos foram selecionados a partir de critérios que estabelecemos com base naquilo que é afirmado, sobre ordens e pedidos, pelas teorias e estudos que escolhemos para guiar a investigação. O questionário foi enviado a falantes nativos e a brasileiros aprendizes de italiano, aos quais pedimos que, após assistirem a cada interação, avaliassem o ato de fala em destaque e o classificassem como ordem, pedido, ou outro. Além disso, solicitamos que, após cada resposta, os informantes descrevessem os fatores que motivaram suas escolhas. Sobre a comparação entre ordens e pedidos, partimos da hipótese que os elementos que caracterizam esses dois atos de fala criam diferenças por estarem associados tanto à estrutura linguística quanto ao contexto que envolve a interação. A respeito dos italianos parecerem mais autoritários, nossa hipótese era que brasileiros reconheceriam de maneira diferente os elementos que constituem e diferenciam ordens de pedidos. Os resultados deste estudo confirmam, em parte, aquilo que assumimos como hipótese. Com a análise dos dados, observamos que, de fato, ordens e pedidos em língua italiana, tanto para falantes nativos quanto para brasileiros, são diferenciados pela estrutura linguística e pelos elementos contextuais que envolvem a interação. Ao compararmos os dados, verificamos também que, para justificar suas respostas, informantes italianos recorreram mais frequentemente a elementos prosódicos enquanto nas respostas dos brasileiros prevaleceram elementos de natureza pragmalinguística. Por fim, constatamos ainda que não há diferenças significativas entre a forma como italianos classificaram os atos de fala e o modo como foram interpretados por brasileiros. / Inserted in the context of intercultural pragmatics, this work has the objective to investigate orders and requests in the Italian language, identifying the elements that characterize and differentiate these two speech acts based on the perception of native speakers and Brazilian Italian language students. Our investigations were motivated mainly by questions related to the teaching practice which, in our view, needs to include aspects related to the language in use and in context. Moreover, while investigating orders and requests we can, from a linguistic viewpoint, approach the stereotype which has the Italians painted as more authoritarian people in relation to the Brazilians. To achieve our objectives, we elaborated an online questionnaire composed by verbal interactions between native speakers, recorded in audio and video, and dialogues extracted from cinematographic material. The videos were selected based on criteria which were established based on what is affirmed, about orders and requests, by the theory and studies chosen to guide this investigation. The questionnaire was sent to native speakers and Brazilian Italian language students, to whom we requests that, after watching each interaction, to evaluate the speech act highlighted and classified it as order, request or other. In addition to that, we requested , after each answer, for the informers to describe the factors that motivated their choices. While comparing orders and request, we used as hypothesis that the elements which characterize these two speech acts create differences because they\'re associated as much to the linguistic structure as to the context of the interaction. About the Italians appearing to be more authoritarian, our hypothesis was that the Brazilians would recognize in different ways the elements which constitute and differentiate orders from requests. This study\'s results confirm that, to some extend, that which we assumed in our hypothesis. With the data analysis, we observed that, indeed, orders and requests in Italian language, for both native speakers and Brazilians, are differentiated by the linguistic structure and by the contextual elements that are part of the interaction. Comparing the data, we also verify that to justify their answers, the Italian informers used, more often than not, the prosodic elements while in the Brazilians\' answers the elements of a pragmalinguistic nature were more present. Finally, we realized that there weren\'t significant differences between the way in which the Italians and Brazilians classified speech acts.

Orientador: Kanavillil Rajagopalan / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T02:52:46Z (GMT). No. of bitstreams: 1 Santos_KarlaCristinados_D.pdf: 926752 bytes, checksum: a71d12758b5675d00b8f1fd019a6c1fc (MD5) Previous issue date: 2012 / Resumo: Quando se trata de combater as ações preconceituosas ou discriminatórias realizadas por meio da linguagem, a lei brasileira estabelece dois tipos de condutas que são consideradas crimes: a injúria qualificada e o crime de preconceito ou discriminação. A injúria qualificada, segundo a definição do Código Penal Brasileiro, é um tipo de insulto que utiliza elementos referentes à raça, cor, etnia, religião, origem ou à condição da pessoa idosa ou portadora de deficiência. Já o crime de preconceito ou discriminação consiste em praticar, induzir ou incitar a discriminação ou o preconceito com base em raça, cor, etnia, religião ou procedência nacional. Nesse caso, "praticar" inclui não apenas atos físicos ou materiais (como negar um emprego, por exemplo), mas também significa qualquer conduta capaz de expressar preconceito ou discriminação, incluindo manifestações simbólicas, como gestos, sinais, além da linguagem falada e escrita. Embora os dois crimes possam ser realizados por meios linguísticos, o sistema judicial estabelece uma diferença fundamental entre eles: o crime de preconceito ou discriminação é uma ofensa direcionada a um grupo racial, étnico, religioso (ofensa coletiva), enquanto a injúria qualificada é um a ofensa direcionada a uma pessoa específica (ofensa individual). No entanto, essa distinção é bastante controversa. Nesta tese, comparo as formas como o sistema judicial brasileiro e os movimentos sociais interpretam a relação entre insultar e discriminar, que está na base dessa distinção entre injúria e crime de preconceito ou discriminação. Essa comparação é baseada num levantamento de dados sobre casos de injúria qualificada no Brasil e em duas entrevistas com militantes de movimentos negros brasileiros. A partir da abordagem dos atos de fala proposta por J. L. Austin, reflito sobre duas tensões básicas do conceito de performativo, a relação entre dizer e fazer e o conflito entre convenções e atos individuais, ou seja, entre o ato de insultar alguém individualmente e a história de discriminação que certos insultos podem invocar, estendendo os efeitos ofensivos para além do indivíduo. Em geral, os militantes entrevistados defendem que qualquer injúria relacionada à raça, cor, etnia etc. deve ser considerada crime de discriminação. No entanto, as decisões judiciais raramente acatam esse argumento, porque entendem que a injúria, mesmo quando faz referência à raça, por exemplo, é um dizer direcionado a uma pessoa em particular e não à raça como um todo. Analisando alguns dos critérios linguísticos usados pelo sistema judicial, tais como a referência do enunciado, a situação e o efeito pretendido pelo falante, demonstro que esses critérios possibilitam uma interpretação final (um veredito), mas não resolvem todos os conflitos de interpretação relativos às decisões sobre linguagem injuriosa e discriminatória. Alguns desses conflitos são relacionados ao problema dos limites do ato de fala (onde ele começa e onde ele termina) / Abstract: When it comes to combat biased or discriminatory language, Brazilian law establishes two types of behaviors that are considered crimes: the aggravated verbal injury and the crime of prejudice or discrimination. The aggravated verbal injury is a type of insult that makes use of words or phrases pertaining to race, color, ethnicity, religion, origin or to the condition of the elderly or disabled person. The crime of prejudice or discrimination consists in practicing, inducing or inciting discrimination or prejudice based on race, color, ethnicity, religion or national origin. In this case, "practicing" includes not only physical or material acts (such as denying a job, for example), but also means any conduct capable of expressing prejudice or discrimination, including, for example, gestures, signs, expressions, and spoken and written words. Although the two crimes may be performed by linguistic means they have a very different legal definition within Brazilian law: the crime of prejudice or discrimination is an offense directed against a racial, ethnic or religious group (collective), and the aggravated verbal injury is an offense aimed at a particular person (individual). Yet this difference is very controversial. In this thesis, I compare how the Brazilian judicial system and social movements interpret the relationship between insulting and discriminating, which underlines the distinction between the aggravated verbal injury and the crime of prejudice or discrimination. This comparison is based on a survey of data on legal cases of aggravated verbal injury and on interviews with two Brazilian black movements' activists. Following the Austinian approach to speech acts, I reflect on two basic problems of the performative. The first is the intricate relationship between saying and doing and the second is the conflict between conventions and individual acts, viz., between the act of insulting someone individually and the history of discrimination and prejudice that some insults can invoke, spreading the offensive effects beyond the individual. In general, the activists interviewed support that all verbal injury related to race, color, religion, etc. must be considered crimes of discrimination. However, the judicial decisions seldom accept this argument, because they understand that verbal injury, even when related to race, for example, is a saying addressed to a singular person and not to the race as a whole. Analyzing some of the linguistic criteria used by the judicial system, such as the reference of the utterance, the situation and the effect intended by the speaker, I demonstrate that these criteria allow for a final interpretation (a verdict), but do not resolve all the conflicts of interpretation concerning the decisions about offensive and discriminatory language. Some of these conflicts are related to the problem of the limits of the speech act (where it begins and where it ends) / Doutorado / Linguistica / Doutora em Linguística

The purpose of this study is to investigate how different fitness Instagram influencers use persuasive speech acts in their marketing posts. Another aim is to look at the similarities and differences between the influencers’ use of linguistic strategies and speech acts. A study was conducted on 200 Instagram posts from four different fitness influencers. A total of 638 speech acts were coded using a typology by John Searle (1979). The typology consists of the speech acts representatives, directives, commissives, expressives and declaratives. Two speech acts were also added by the researchers; inquires and quotations. Furthermore, the speech acts were also coded for sentence forms (declarative, imperative and interrogative) and also whether they were direct or indirect speech acts. The study also discusses the different aspects of online communication and how these might affect someone’s marketing decisions. This shows that the language someone uses online might affect his or her online identity. There was also a comparison of the results to identify similarities and differences among the selected influencers. The results show a variation of usage of Searle’s (1979) speech acts. All speech acts were used at least once but directives showed the highest frequency among all influencers since they would often command or request their followers to perform a certain action. Another result was that many of the speech acts had a certain sentence structure but a different intention or function, namely, they were indirect speech acts. The intention and function of these speech acts were often to persuade the audience and were therefore persuasive speech acts.

This study is about language use in text messaging. In this study there are 338 text messages: 206 of them written by girls and 132 written by boys. The informants in the study are 16 years old and they live in the countryside on the outskirts of a small town in southern Sweden. The purpose of this study was to investigate characteristic linguistic features in the messages, in order to determine what significant meaning an emoticon such as a smiley brings to a text and further, to explore what speech acts smileys occur in. The results show that the language in the messages is a mix of spoken and written language. The characteristic features that were found in the messages were short sentences, onomatopoetic expressions, words written in capital letters, English expressions and use of smileys. Most of the speech acts in the messages were expressions of feelings or attitude. In the investigated corpus, 181 emoticons were found, scrutinized and placed into categories, which show various kinds of implicit information. The girls have used 97 emoticons and the boys 84. The most common emoticon was ,  which appeared 66 times in the messages and mostly served the purpose of making the message nice and friendly and sometimes to alleviate a direction. The reason for using emoticons in text messages was to bring life to it by expressing feelings, without an emoticon the true emotion of the message can easily be misunderstood.

L'un des objectifs de l'enseignement d'une langue est de rendre les apprenants conscients de la façon d'utiliser cette langue en fonction de leurs objectifs communicationnels. Cette compétence relève du champ de la pragmatique. Cette recherche porte sur l'enseignement de la pragmatique dans un contexte d’Anglais de Spécialité (ASP), à savoir la Faculté de médecine à l'Université de Taiz. Elle étudie le niveau de compétence pragmatique chez les étudiants en médecine dans le but de l’intégrer dans la salle de classe. L'étude fait appel à une enquête par questionnaire composé de “Discourse Completion Tasks” afin d'examiner la capacité des étudiants à produire des actes de langage, et d’un test de conscience visant à mesurer leur capacité à identifier les énoncés appropriés et inappropriés. L'interview est un autre outil que nous avons conçu pour explorer les perceptions des étudiants diplômés envers la compétence pragmatique. Une approche qualitative et quantitative est adoptée pour l’analyse des données. Les résultats de l'étude montrent que les étudiants ont un niveau de compétence pragmatique faible en ce qui concerne la production et aussi la conscience pragmatique. De plus, les étudiants ont fait preuve d'une réceptivité accrue quant à l'importance de la compétence pragmatique. Par conséquent, un modèle provisoire est proposé pour favoriser l’intégration de cette compétence en ayant recours à une série télévisée qui pourrait les motiver à apprendre l'anglais. / One of the goals of teaching a language is to make learners aware of how to use it to serve a communicative purpose. This lies within the scope of pragmatic competence. This research deals with teaching pragmatics in a context of English for Specific Purposes (ESP), namely the faculty of medicine at Taiz University. It investigates medical students’ level of pragmatic competence with the ultimate aim of integrating it in the classroom. The study makes use of a questionnaire composed of a Discourse Completion Task to examine students’ ability to produce speech acts and an awareness test to measure their ability to identify appropriate and inappropriate utterances. The other tool is an interview conducted to explore graduate students’ perceptions towards pragmatic competence. The data are analysed qualitatively and quantitatively. The study findings reveal a low level of pragmatic competence among students in the production and awareness levels. Besides, a positive tendency is shown towards the importance of pragmatic competence. Accordingly, a tentative model is proposed to incorporate pragmatic competence with the help of a medical TV show which will keep them motivated in learning English.

This work from the field of pragmatics introduces the application of the concept of speech acts (see J. L. Austin, J. Searle) to the literary sample of 15 chosen dialogues i.e. 1122 sentences from the novel Pride and Prejudice by the classical English author Jane Austen. It introduces an eight-member modified classification of speech acts: representatives, assertives, directives, connissives, expressives, interrogatives, requestives and daclarations. There are eight literary characters included in the research together with marginally Charlotte Lucas, who use speech acts to express their communicative intentions. The main heroine Elizabeth occurring in 12 dialogues uses mostly representatives, assertives and expressives. The remaining three dialogues involve Mrs Bennet and her husband Mr Bennet. Jane Austen's language is very rich and complex, with frequent occurrence of politeness turns of phrase. Some mixed and multiple categories also add to this complexity (there are 55.8% of simple ones; 39.1% of double, 4.6% of triple, quadruple only 0.5 % of the 969 sentences counted). This work also contains some comments on stylistic analysis featuring selected interesting literary and pragmatic aspects of the dialogical samples.

No description available.

[pt] Esta pesquisa consiste em uma investigação sobre o ato de fala pedido em e-mails em ambiente acadêmico. Baseando-se em conceitos da Pragmática, da Sociolinguística Interacional e do Interculturalismo, analisam-se pedidos encaminhados por estudantes brasileiros de graduação e de pós-graduação a diferentes professores. A análise preliminar dos e-mails envolve a identificação dos atos principais e a categorização dos pedidos segundo uma escala de diretividade. Em seguida, a pesquisa propõe-se a identificar as estratégias predominantes utilizadas para a elaboração de pedidos, verificar como pedidos de diferentes graus de imposição se relacionam com o grau de diretividade empregado e com elementos mitigadores para a preservação da face e investigar como as escolhas dos estudantes podem ser influenciadas por fatores culturais. Após a análise de dados, é apresentada uma proposta pedagógica com aplicabilidade em sala de aula de português para estrangeiros a fim de estimular a reflexão sobre a importância de se considerar a competência intercultural como um objetivo pedagógico. Por fim, os resultados desta pesquisa podem servir como subsídio para professores que desejem trabalhar com ato de fala pedido, conferindo especial atenção à relação entre diversidade cultural e aprendizagem de uma língua, e para futuras pesquisas que tenham como objetivo investigar se há diferenças no modo como falantes nativos e aprendizes de português fazem pedidos por meio de e-mails em ambiente acadêmico. / [en] This research consists of an investigation on the speech act of request in e-mail interaction within the university context. Relying on concepts from Pragmatics, Interactional Sociolinguistics and Interculturalism, the research examines email requests sent by Brazilian undergraduate and graduate students to their professors. The preliminary analysis of the emails involves the identification of each head act and its categorization with regard to the degree of directness. Then we propose to identify the request strategies preferred by the students to make requests and verify how requests of different levels of imposition on the professor relate to the directness levels employed and to mitigators to protect face. This study also accounts for cultural factors which influence students choices and decisions. After the data analysis, we present some pedagogical suggestions for Portuguese language teaching for foreigners in order to promote reflection on the importance of considering intercultural competence as a pedagogical goal. Finally, the results of this research may not only serve as an important resource for teachers wishing to teach the speech act of requests, paying particular attention to the relationship between cultural diversity and language learning, but also for future researchers interested in investigating whether there are differences in the way native speakers of Brazilian Portuguese and learners of Brazilian Portuguese make email requests in the university context.

International teaching assistants (ITAs) are considered advanced English users with relatively high standardized language proficiency test scores. However, they may experience difficulties during their interactions with undergraduate students. Some of these difficulties may arise from affective factors such as ambiguity, stress, and adjustment and can impact language use. From an individual differences perspective, a second language user with high communication anxiety may have difficulty comprehending or producing appropriate pragmalinguistic forms. Using a mixed-methods approach, this study examined the underlying factors in ITAs communication anxiety and willingness to communicate in the US classroom and how these factors explained their pragmatic competence, which refers to the ability to use language in socially appropriate ways. A total of 289 ITAs participated in the study. To measure their judgement of appropriateness, a pragmatic appropriateness test was designed. The speech act production was elicited through a discourse completion test. Two survey instruments were designed to measure ITAs’ classroom communication anxiety and willingness to communicate. The major underlying factors from the exploratory factor analysis performed on the survey responses were ‘ease of communication,’ classroom management anxiety,’ ‘fear of warning,’ and ‘willingness to interact with students’. A six-predictor multiple regression analysis revealed that linguistic competence was the most important factor contributing to pragmatic competence. Other factors such as ease of communication and willingness to communicate positively correlated with pragmatic competence. In addition to quantitative data, qualitative data were collected in the form of classroom observations, field notes, and interviews from a group of ITAs (N = 4) who had also participated in the quantitative part of the study. The analysis of the qualitative data revealed that the situational context of instruction determined the particular communication patterns in different disciplines, specifically the impact of threat posed to the negative and positive face of the discourse participants. Additionally, in conjunction with the quantitative findings, while the ITAs seemed to be generally willing to interact with students, teacher-fronted talk in the form of delivering lectures and self-talk especially in large classes was found to be anxiety-inducing for some of them. Length of residence and opportunities for communication seemed to influence the process of adjustment and acquisition of the classroom pragmatic norms. Finally, ITAs’ perceptions and beliefs about appropriateness seemed to affect their pragmatic performance in the classroom. More specifically, ITAs’ perspectives on education and communication such as moderating the power variable in class and building rapport and interpersonal relationships with students through casual talk seemed to guide their choices of pragmalinguistic forms and politeness strategies. The study offered a number of implications for ITA research and training.

After defining speaker commitment as it pertains to propositional truth in speech acts and exploring influences and motivations that may effect speaker commitment, this thesis will introduce and define modality in the context of actual speech.