Submitted by BRUNA FARIA CAMPOS DE FREITAS (brunafcf1@hotmail.com) on 2018-03-23T11:09:55Z No. of bitstreams: 1 Dissertação Final - Bruna Faria.pdf: 715422 bytes, checksum: cd579068881cc64b5b76b11ce7d9b43d (MD5) / Rejected by Milena Maria Rodrigues null (milena@fclar.unesp.br), reason: Bom dia Bruna, Para aprovação no Repositório Institucional da UNESP, serão necessárias algumas correções na sua Dissertação. Solicitamos que realize uma nova submissão seguindo as orientações abaixo: - O trabalho deverá conter ficha catalográfica: http://www.fclar.unesp.br/#!/biblioteca/servicos/elaboracao-de-fichas-catalograficas/ Em caso de maiores dúvidas, entrar em contato com as bibliotecárias da Seção de Referência (Camila ou Elaine). Agradecemos a compreensão. on 2018-03-23T11:52:58Z (GMT) / Submitted by BRUNA FARIA CAMPOS DE FREITAS (brunafcf1@hotmail.com) on 2018-03-23T13:27:49Z No. of bitstreams: 1 Dissertação Final - Bruna Faria.pdf: 758170 bytes, checksum: 0867a8ad7972025d473c5ee2313c59d2 (MD5) / Approved for entry into archive by Milena Maria Rodrigues null (milena@fclar.unesp.br) on 2018-03-23T14:31:34Z (GMT) No. of bitstreams: 1 freitas_bfc_me_arafcl.pdf: 758170 bytes, checksum: 0867a8ad7972025d473c5ee2313c59d2 (MD5) / Made available in DSpace on 2018-03-23T14:31:34Z (GMT). No. of bitstreams: 1 freitas_bfc_me_arafcl.pdf: 758170 bytes, checksum: 0867a8ad7972025d473c5ee2313c59d2 (MD5) Previous issue date: 2017-07-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação tem como objetivo identificar quais os contextos linguísticos e extralinguísticos que propiciam a ocorrência da monotongação dos ditongos orais decrescentes na fala de moradores da cidade de Uberaba- MG. Entende-se por “monotongação” o processo de redução do ditongo, que perde sua semivogal e passa a uma vogal simples, como ocorre em “c[ay]xa” > “c[a]xa” (HORA; RIBEIRO, 2006). Sendo assim, sabendo que a língua portuguesa sofreu e sofre variações e mudanças à medida que é utilizada por seus falantes, faz-se necessário que se realizem pesquisas na área de Variação Linguística objetivando uma abordagem científica do tema. Para isso, organizamos um corpus de língua falada, representativo da comunidade urbana de Uberaba – MG, por meio de entrevistas, que foram embasadas no modelo laboviano. Foram entrevistados 24 informantes de escolarização e sexo diferentes. Após essa etapa, as entrevistas foram transcritas ortograficamente e, posteriormente, foram selecionadas as ocorrências de palavras com ditongo decrescente e com a monotongação do ditongo decrescente, estas, por sua vez, foram transcritas foneticamente também. As ocorrências foram quantitativamente analisadas, com a ajuda do programa estatístico GOLDVARB X, segundo fatores linguísticos e extralinguísticos, levando em consideração a variável dependente: monotongação ou não dos ditongos decrescentes. Os resultados obtidos mostraram que, na fala do uberabense, há a preferência pela forma monotongada dos ditongos /aj/, /ej/ e /ow/ e que tal preferência é condicionada, principalmente, por fatores linguísticos, tais como o contexto fonológico seguinte, a extensão da palavra e a tonicidade. Em relação aos fatores considerados extralinguísticos, como sexo, idade e escolaridade, no que diz respeito ao fenômeno da monotongação no português mineiro de Uberaba, eles pouco influem, ou até mesmo nada influem sobre sua realização. / This dissertation aims to identify the linguistic and extralinguistic contexts that allow the occurrence of the monotongation of the descending oral diphthongs in the speech of residents of the city of Uberaba - MG. Monotongation is the process of reducing the diphthong that loses its semivowel and changes into a simple vowel, as in "c[ay] xa" > "c [a] xa" (HORA; RIBEIRO, 2006). Thus, knowing that the Portuguese language has had variations and changes as it is used by its speakers, it is necessary to carry out a research in the area of Linguistic Variation with a scientific approach onto the theme of this work. Thereon, we organized a corpus of spoken language through interviews with the representative urban community of Uberaba - MG, which was based on the Labovian model. Twenty-four (24) informants of different schooling and sex were interviewed. After this step, the interviews were orthographically transcribed and, later, the occurrence of words with descending diphthongs and the monotongation of the descending diphthongs were selected, which, in turn, were also transcribed phonetically. The occurrences were quantitatively analyzed with the help of the GOLDVARB X statistical program according to linguistic and extralinguistic factors, taking into account the dependent variable: monotongation or not of the descending diphthongs. The results obtained showed that in the Uberabense speech there is a preference for the monotong form of the diphthongs /aj/, /ej/ and /ow/ and that such preference is mainly conditioned by linguistic factors such as the following phonological context, the extension of the word and the tone. In relation to factors considered extralinguistic, such as sex, age and schooling, with respect to the phenomenon of monotongation in the Portuguese of Uberaba, they have little or no influence on their achievement.

Orientador: Odette Gertrudes Luiza Altmann de Souza Campos / Resumo: O presente do indicativo é um dos tempos verbais mais empregados na língua portuguesa falada. Na medida em que é utilizado para expressar tanto o presente como o passado e o futuro, pode-se dizer que se trata do tempo mais versátil de nossa língua. No entanto, há poucos estudos acerca de seu emprego. Tendo em vista tal fato, resolvemos desenvolver esta pesquisa, que teve por objetivo principal analisar, num corpus constituído de textos orais, especificamente de entrevistas com enfoque em história de vida, os valores semânticos assumidos pelo presente do indicativo, bem como verificar a relação que se estabelece entre esse tempo verbal e os tipos de verbo (ação, processo, ação-processo e estado), os argumentos de primeiro grau (agente, paciente, instrumental, causativo, objetivo, locativo, experimentador), que se apresentam na função de sujeito e a pessoa (1ª, 2ª, 3ª) em que este se realiza. Em virtude do alto índice de ocorrência dos pretéritos perfeito e imperfeito do indicativo nas entrevistas, verificamos também a relação estabelecida entre esses dois tempos verbais e os tipos de verbo, de sujeito e de pessoa, com o intuito de podermos comparar os resultados com os do presente do indicativo. Como embasamento teórico para nossa discussão, foram utilizadas as pesquisas de Weinrich (1974) e de Corôa (1985). / Abstract: The present of the indicative is one of the most useful tenses in spoken Portuguese language. Used to express present, past and future, the present of the indicative is the most versatile tense of our language. However, there are few studies about its use. Because of that, we decided to development this research, in order to analyze, in interviews with focus on past, the semantic values that the present of the indicative assumes. We also checked the relation between this tense and the kind of verb, kind of first-degree argument (that acts as subject) and kind of person used with it. As the past tenses of the indicative were also much used in the interviews, we decided to check the relation between them and the kind of verb kind of first-degree argument and kind of person, in order to establish a comparison with the present of the indicative. As theoretical basis for the analysis, we used the researches to Weinrich (1974) And Corôa (1985). / Mestre

abstract: Research in the learning sciences suggests that students learn better by collaborating with their peers than learning individually. Students working together as a group tend to generate new ideas more frequently and exhibit a higher level of reasoning. In this internet age with the advent of massive open online courses (MOOCs), students across the world are able to access and learn material remotely. This creates a need for tools that support distant or remote collaboration. In order to build such tools we need to understand the basic elements of remote collaboration and how it differs from traditional face-to-face collaboration. The main goal of this thesis is to explore how spoken dialogue varies in face-to-face and remote collaborative learning settings. Speech data is collected from student participants solving mathematical problems collaboratively on a tablet. Spoken dialogue is analyzed based on conversational and acoustic features in both the settings. Looking for collaborative differences of transactivity and dialogue initiative, both settings are compared in detail using machine learning classification techniques based on acoustic and prosodic features of speech. Transactivity is defined as a joint construction of knowledge by peers. The main contributions of this thesis are: a speech corpus to analyze spoken dialogue in face-to-face and remote settings and an empirical analysis of conversation, collaboration, and speech prosody in both the settings. The results from the experiments show that amount of overlap is lower in remote dialogue than in the face-to-face setting. There is a significant difference in transactivity among strangers. My research benefits the computer-supported collaborative learning community by providing an analysis that can be used to build more efficient tools for supporting remote collaborative learning. / Dissertation/Thesis / Masters Thesis Computer Science 2014

This study is an investigation of instances of conversational failure in interaction as evidenced by speakers of Black South African English (BSAE) , with a particular focus on the role of prosody in conversational (a)synchrony. The data analysed consist of six conversations, one SAE-SAE (South African English) encounter, four BSAE- SAE encounters and one BSAE- BSAE encounter. After a theoretical framework is set up, the analysis is conducted by means of two triangulation research processes based on Ethnomethodology. The analysis consists of an investigation into selected extracts which participants and informants alike perceived as 'stressful'. An attempt is made to isolate the sources of each instance of pragmatic failure. Prosodic features are found to be important in establishing and maintaining theme and conversational synchrony. But other factors are also involved. The analysis reveals two major influences of asynchrony: deviance in the use of (in order of importance) prosodic, lexical and syntactic cues to discourse functions; and a mismatch in the application of socio-cultural principles guiding conversational behaviour. The study leads into a brief outline of aims, objectives and conversational competence at a tertiary level and concludes with suggestions for further research.

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The aim of my thesis is to map out the attitudes and opinions of professional and future teachers in relation to the spoken language. The study has been conducted through an initial survey that was followed up by four in-depth interviews, two with professional teachers and two with prospective teachers. The study is of a qualitative nature and supports the sociocultural perspective. In the syllabus for the Swedish language, the Swedish National Agency for Education determines which position the spoken language should have in the classroom. According to the syllabus, the purpose of the language is to develop people's identity, give people the opportunity to express their feelings and thoughts while at the same time being receptive to other people's feelings and thoughts. Furthermore, The Swedish National Agency for Education believes that it is important to have a rich and varied language to be able to be a part of the society. In my research, it has been found that this view is shared by many teachers regardless of category. However, there are differences in how teachers work with the spoken language in the classroom and what is considered accepted within the spoken language. The result also indicates that the oral language spoken at school is affected by the type of oral language the pupils are used to at home. Keywords: Vygotskij, spoken language, language attitudes, profanities, linguistic awareness / Syftet med mitt examensarbete är att utforska vilka åsikter och inställningar som yrkesverksamma och blivande lärare har i förhållandet till talspråket. Kartläggningen har skett genom en inledande enkät som utmynnade i fyra fördjupande intervjuer, två med yrkesverksamma lärare och två med blivande lärare. Undersökningen är av kvalitativ art och tar stöd i det sociokulturella perspektivet i den teoretiska utgångspunkten. Skolverket statuerar i kursplanen för svenskämnet vilken ställning talspråket bör har i klassrummet. Enligt kursplanen ska språket utveckla människors identitet, ge människor möjligheten att uttrycka sina känslor och tankar och samtidigt vara mottaglig för andra människors känslor och tankar. Vidare anser även Skolverket att för att kunna vara en del av samhället är det viktigt att ha ett rikt och varierat språk. I min forskning har det framkommit att denna syn delas av många lärare oavsett kategori. Dock finns det skillnader i hur man arbetar med språket i klassrummet och vad som anses vara accepterat inom talspråket. Resultatet tyder även på att hemmiljön påverkar det talspråk som eleven bär med sig in i skolvärlden.

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The relationship between spontaneous revision behaviors and quantitatively measured syntax skills for language-impaired and normally developing school-aged children was investigated. Differences in revision behaviors and syntactic behaviors between the two groups of children and across three age levels were also examined. Narratives were obtained from 39 language-impaired and 39 normal-language children, aged 8 through 10 years. Correlations between spontaneous revision behavior scores and syntax scores were low to moderate. The revision behavior mean scores were not significantly different between the two groups of children. Mean syntax scores were higher for the NL children and did discriminate between LI and NL children. Among the differing age levels, spontaneous revision behavior mean scores were not found to differ significantly except for 10-year-olds, who produced statistically significantly fewer substitutions and significantly more expansions that 9-year-olds. Finally, with respect to syntax scores, 10-year-olds produced statistically significantly more words per T unit than 8- and 9- year olds and mean DSS was significantly higher for 10-year-olds as compared to 9-year-olds.

京都大学 / 新制・課程博士 / 博士(情報学) / 甲第24728号 / 情博第816号 / 新制||情||137(附属図書館) / 京都大学大学院情報学研究科知能情報学専攻 / (主査)教授 河原 達也, 教授 熊田 孝恒, 教授 黒橋 禎夫 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

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