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Análise dos processos verbais dizer e afirmar no gênero acadêmico dissertação de mestradoPENHA, Rebeca Fernandes 07 August 2015 (has links)
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Previous issue date: 2015-08-07 / CAPES / Essa dissertação tem como objetivo analisar o funcionamento dos Processos Verbais dizer e
afirmar e seus Participantes, bem como as Modalidades que se apresentam atreladas a esses
Processos, em dissertações de Linguística, defendidas no Programa de Pós-Graduação em
Letras da UFPE (PPGL-UFPE) no período de 1985 a 2004. Pretende-se entender como esses
Processos contribuem para a argumentação característica desse gênero acadêmico. Para
chegar a esse fim, recolheu-se essas dissertações do website do Projeto Letras Digitais, e, em
seguida, aplicou-se o software Wordsmith Tools que, através da ferramenta Concord, forneceu
uma listagem com todas as ocorrências dos Processos dizer e afirmar. Essas ocorrências, com
foco naquele que diz e naquilo que é dito, foram analisadas e classificadas de acordo com seu
padrão léxico-gramatical: tipos de Dizente (Participante 1), tipo de Locução (Participante 2).
Para fundamentar as análises, apoiou-se na Linguística Sistêmico-Funcional (LSF) e em sua
concepção da língua como semiótica social. Dessa teoria, por ter-se como foco estudar os
Processos Verbais e suas Modalidades, deteve-se no Sistema de Transitividade (Metafunção
Ideacional) e no Sistema de Modalidade (Metafunção Interpessoal). Para a LSF, o Sistema de
Transitividade é a categoria léxico-gramatical que representa as ideias de nossas experiências
humanas, codificados em um conjunto de diferentes tipos de orações, com diferentes modos
de transitividades, como é o caso dos Processos Verbais, os quais são responsáveis pela
introdução de um dizer, mediante a associação com três Participantes: dois obrigatórios –
Dizente e Verbiagem/Locução; e um opcional – o Receptor. Já o Sistema de Modalidade
corresponde aos diferentes graus de certeza que pode compor uma oração e pode apresentarse
de duas maneiras: Modalização e Modulação. Os resultados obtidos revelaram a
predominância do Processo dizer, em relação ao Processo afirmar, o que permitiu interpretar
esse fato como aproximação da oralidade, o que foge ao prescrito para os gêneros
acadêmicos. Nossos dados também apontaram que os Dizentes são codificados de quatro
maneiras distintas: Grupo Nominal (GN); Grupo Pronominal (GP); Grupo Desinencial (GD) e
Sujeito Indeterminado (SI). Dentre esses, foi predominante a presença dos GN, trazendo para
o texto vozes de autoridade e de outros discursos alheios em Discurso Direto e em Discurso
Indireto; esses último bem mais recorrentes. Nos demais tipos de Dizentes, ressalta-se a
presença dos autores, em Discurso Indireto, trazendo seus próprios dizeres, ldenominados de
ditos do mestrando. Muitos desses ditos, quando apresentado, são seguidos de Modalidade,
atenuando, assim, o que é dito pelos próprios autores. Nossas análises nos levaram a concluir
que os Processos Verbais são fundamentais para o desenvolvimento da argumentação
pretendida em cada texto, uma vez que permite a circulação de diferentes dizeres, e, dessa
forma, garantem a participação de vozes de autoridade que ratificam e fundamentam a defesa
de um conteúdo ou de um ponto de vista, além de permitirem que os mestrandos apresentem
os seus próprios ditos, posicionando-se, reafirmando, comentando, concluindo, enfim,
construindo seu saber sobre o assunto estudado. Esses Processos, ou as orações por eles
organizadas são, portanto, de relevância impar na constituição do gênero dissertação. / This dissertation aims to analyze the functioning of Verbal Process to say and to affirm and
theirs Participants, as well Modalities, that is using connected to this Process in Linguistics
dissertations, publish by Programa de Pós-Graduação em Letras of UFPE (PPGL-UFPE),
between 1985 and 2004. The intention with this study is to understand how these Processes
contribute to argumentation that is a characteristic of this academic genre. For that purpose,
these dissertations was took on website of Projeto Letras Digitais, thus; was applied the
software Wordsmith Tools and through his tool Concord, was get a list of occurrences of
Processes to say and to affirm. With focus on who says and what is said, these occurrences
were analyzed and classified according to theirs lexicogrammar settings: types of Sayer
(Participant 1), types of Locution (Participant 2). To fundament that analyses, Systemic
Functional Linguistics (LSF) and its idea of language as social semiotic was adopted. Of this
theory, were focused on System of Transitivity (Ideational Metafunction) and on System of
Modality (Interpersonal Metafunction), for have as objective study Verbal Processes and their
Modality. For LSF, the System of Transitivity is a lexicogrammar category that represents
ideas of our humans experience with different ways of transitivity, as Verbal Process, these
are responsible for introduce a saying, associated with three Participants: two obligatory –
Sayer, Verbiage/Locution – and Receiver. The System of Modality corresponds to different
levels of sureness in a clause and it can be presented in two forms: Modalization and
Modulation. The results obtained demonstrate a predominance of Process to say, in relation
with Process to affirm, it makes to understand this fact as an approximation of orality,
different of prescribed to academics genres. Our results appointed too that Sayer is encoded in
four manner: Grupo Nominal (GN); Grupo Pronominal (GP); Grupo Desinencial (GD) e
Sujeito Indeterminado (SI). The GN was predominating; bring to the text authority voices and
others unrelated speech in direct speech and indirect speech, theses more recurrent. The others
types of Sayer was used with authors’ voice, in indirect speech. These were denominated
ditos do mestrando. These Sayers occur in many parts of dissertation and contribute with
argumentation in the text. Many of ditos do mestrando was used with Modality, attenuating
what is said by dissertation’ authors. Our analyses help us to conclude that Verbal Processes
are important to developing of the pretending argumentation in each text, because they permit
a presence of different voices. In this way, they ensure the participation of authority’ voices
that confirm and found a defense and a point of view, in addition to permit that Master
students show his owns voices, positioning himself, reaffirming himself, commenting,
concluding, at all, construing his knowledge about a subject studied. These Process, or clauses
organized by them, are, than, of unpaired relevance in constitution of genre dissertatio
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Hard Muscle, Slim Body : A Systemic Functional Analysis of the Covers of Men’s and Women’s Fitness MagazinesJansson, Pernilla January 2014 (has links)
Magazine covers are multimodal texts designed to draw the attention of potential readers. Health and fitness magazines, in particular, make up a large portion of the publishing industry, and previous research has pointed to their influence on readers’ perceptions of health and fitness. In order to interpret the multimodality of magazine covers, a different approach other than the purely linguistic one needs to be employed. Following the theoretical frameworks of Systemic Functional Linguistics and Social Semiotics, this study set out to investigate the verbal and visual construction of health on eight covers of Men’s Health and Women’s Health. The findings indicate that there are significant differences in how health is constructed on the men’s and women’s edition of the magazines. These differences mainly concern the way in which health is achieved, and the relationship between the viewers and the magazine. This not only indicates that different strategies were used to attract viewers, but also reveals something about the relationship the viewer is supposed to have with their bodies as well as their perceptions of health.
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DIFERENTES VOZES, DIFERENTES OLHARES: REPRESENTAÇÕES PARA AS MULHERES NA PERSPECTIVA SISTÊMICO-FUNCIONAL NOS EVANGELHOS / DIFFERENT VOICES, DIFFERENT VIEWS: REPRESENTATIONS FOR WOMEN IN SYSTEMIC FUNCTIONAL PERSPECTIVE IN THE GOSPELSRossi, Angela Maria 26 February 2015 (has links)
The Bible is the most translated book in the world. Such popularity and importance conquered by the Bible became perennial, making the stories told in its books perpetuate on social relations, interact with its readers and even guide them in the way of acting and/or thinking in relation to the values of life, to things and people. From this point and considering that language, besides having the socialization function, allows representing the world, ourselves and others, this study presents the analysis of 21 texts that make up the four Gospels of the New Testament. The language of these texts is studied in order to highlight representations for women by the transitivity system and the attitude subsystem. Therefore, the fundamental theoretical assumptions used are the notion of genre and register by Martin and Rose (2012), the concept of contextual variables by Halliday (1989), the lexico-grammatical categories of the transitivity system of Systemic Functional Grammar by Halliday and Matthiessen (2004), the semantic categories of Appraisal System by Martin and White (2005). The results show that concerning gender the Gospels can be considered biographical accounts, since they are testimonies of episodes from the life of Jesus Christ in the first century. In relation to the contextual variables, the analysis showed similarities and differences with regard to social situations of production of the Gospels in the context of each author. With regard to the linguistic analysis, the lexico-grammatical functions and the affectionand judgment marks point to eight representations for women. In the voices of the Pharisees, scribes, Sadducees and Evangelists, women are represented as properties, sinful, adulterous and discriminated. In the voices of the Evangelists and Jesus Christ, we noticed representations of them as partners, humble, devoted and courageous women. / A Bíblia é o livro mais traduzido do mundo. Tamanha popularidade e importância tornaram-na perene, fazendo com que as histórias contadas em seus livros perpetuem-se nas relações sociais, interajam com seus leitores e até mesmo os guiem na forma de agir e/ou pensar em relação aos valores da vida, às coisas e às pessoas. Partindo disso e considerando que a linguagem, além de apresentar a função de socialização dos indivíduos, possibilita fazer representações acerca do mundo, de nós mesmos e dos outros, este estudo apresenta a análise de 21 textos que compõem os quatro Evangelhos do Novo Testamento. A linguagem desses textos é estudada com o objetivo de evidenciar representações para as mulheres por meio da análise do sistema de transitividade e do subsistema de atitude. Para isso, os pressupostos teóricos fundamentais utilizados são as noções de gênero e registro de Martin e Rose (2012), as variáveis contextuais de Halliday (1989), categorias léxico-gramaticais do sistema de transitividade da Gramática Sistêmico-Funcional de Halliday e Matthiessen (2004) e categorias semânticas do Sistema da Avaliatividade de Martin e White (2005). Os resultados evidenciam que, no que tange ao gênero, os Evangelhos podem ser considerados relatos biográficos, pois são testemunhos sobre episódios da vida de Jesus Cristo no século I. Em relação às variáveis contextuais, a análise apresentou semelhanças e diferenças no que se refere às situações sociais de produção dos Evangelhos no contexto de cada autor. No que diz respeito à análise linguística, as funções léxico-gramaticais desempenhadas e as marcas de afeto e julgamento apontam oito representações para as mulheres. Nas vozes dos fariseus, escribas, saduceus e evangelistas, as mulheres são representadas como posses, pecadoras, adúlteras e discriminadas. Nas vozes dos evangelistas e de Jesus Cristo, foram evidenciadas representações de companheiras, humildes, devotas e corajosas.
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ESPELHO, ESPELHO MEU, EXISTE ALGUÉM MAIS DOIDA OU SANTA DO QUE EU? REPRESENTAÇÕES PARA A MULHER EM CRÔNICAS DE MARTHA MEDEIROS / MIRROR MIRROR ON THE WALL, IS THERE ANYBODY CRAZIEST OR HOLIEST THAN ME? REPRESENTATIONS FOR WOMEN IN MARTHA MEDEIROS CHRONICLESLima, Letícia Oliveira de 27 February 2015 (has links)
This work aims to investigate through the analysis of contextual, lexicogrammatical and semantic-discursive elements the representations for women in chronicles of the book Doidas e Santas by Martha Medeiros. Therefore, it is based on the theoretical perspective of Systemic Functional Linguistics, particularly on the experiential ideational metafunction and interpersonal metafunction of the Systemic Functional Grammar (HALLIDAY; MATTHIESSEN, 2014) and on Appraisal System (MARTIN; WHITE, 2005). The corpus of this research consists of 20 chronicles of the book Doidas e Santas by Martha Medeiros. The methodological approach consisted of two steps: contextual analysis and linguistic analysis. The first referred to the contextual information that pervades the texts from the corpus. The second referred to the following methodological steps: a) segmentation of the texts into clauses; b) selection of clauses concerning women; c) classification of clause elements into process, participant and circumstance; d) identification and analysis of lexicogrammatical functions played by woman, followed by the interpretation of the data obtained from this analysis in search of representations; e) verification and analysis of occurrences of appraisal; and f) categorization of the representations for women from the data obtained in the analysis. The results of the analysis of the chronicles that constitute the corpus pointed to the existence of 13 representations for women, which were systematically presented from five daily themes found in these chronicles: i) loving relationship; ii) physical appearance; iii) maternity; iv) expression of desires and v) expression of feelings. With these results, we can conclude that there is a diversity of women's behaviors that constitute different ―types‖ of contemporary women, but all still somewhat constrained by socially established standards. / Este trabalho tem como propósito principal investigar, por meio da análise de elementos contextuais, léxico-gramaticais e semântico-discursivos, representações para a mulher em crônicas do livro Doidas e Santas de Martha Medeiros. Para isso, embasou-se na perspectiva teórica da Linguística Sistêmico-Funcional, sobretudo nas metafunções ideacional experiencial e interpessoal da Gramática Sistêmico-Funcional (HALLIDAY e MATTHIESSEN, 2014) e no Sistema de Avaliatividade (MARTIN e WHITE, 2005). O corpus desta pesquisa é constituído por 20 crônicas do livro Doidas e santas, de autoria de Martha Medeiros. O percurso metodológico foi composto por duas etapas: análise contextual e análise linguística. A primeira referiu-se às informações contextuais que perpassam os textos do corpus. A segunda referiu-se aos seguintes passos: a) segmentação dos textos em orações; b) seleção das orações que se referem a mulher; c) classificação dos constituintes oracionais em processo, participante e circunstância; d) identificação e análise das funções léxico-gramaticais desempenhadas pela mulher, seguida da interpretação dos dados obtidos dessa análise em busca de representações; e) verificação e análise de ocorrências de avaliatividade e f) categorização das representações para a mulher a partir dos dados obtidos na análise. Os resultados da análise das crônicas que constituem o corpus apontaram para existência de 13 representações para a mulher, as quais foram apresentadas sistematicamente a partir dos cinco temas do cotidiano encontrados nessas crônicas: i) relacionamento amoroso; ii) aparência física; iii) maternidade; iv) manifestação de desejos e v) manifestação de sentimentos. Com esses resultados, pode-se concluir que há uma diversidade de comportamentos femininos os quais configuram diferentes ―tipos‖ de mulheres contemporâneas, mas todas ainda, de certa forma, condicionadas por padrões estabelecidos socialmente.
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ESTUDO DA FÁBULA: CONTEXTO LINGUAGEM E REPRESENTAÇÃO / STUDY OF FABLE: CONTEXT, LANGUAGE AND REPRESENTATIONFarencena, Gessélda Somavilla 02 March 2011 (has links)
This paper assumes that language is the primary means of socialization of individuals. Considering its functionality, more than just allowing the simple exchange of information, it allows us to establish interpesonal relationships, to express and to build representations of experiences. Thus, this study presents an analysis of seven fables originally attributed to Aesop and seven versions revisited by Millôr Fernandes. With twenty-five-century distant productions, these texts are studied from the perspective of its Generic Structure Potential (GPS), in order to examine, through contextual and lexical-grammatical description, the representations of the characters in Aesop‟s and Millôr Fernandes‟s fables. For this, the fundamental theoretical assumptions used are notion of genre from Hasan (1989), the concept of situational context from Halliday (1989), the lexical-grammatical categories of the transitivity system from the Systemic Functional Grammar from Halliday & Matthiessen‟s (2004 ), the lexico-semantical categories of the Appraisal Theory from Martin & White (2005), the theory of social representations from Moscovici (2009) and the three-dimensional model from Fairclough (2001). The results show that, concerning to the genre, fables produced by Millôr Fernandes presented a stage we call [E # 3.3] Consummation and / or continuation to completion, nonexistent in Aesopian‟s fables, which brings different outcomes. In relation to the social contexts in which the fables were produced, the analysis showed similarities and differences when regarding to situations of oppression experienced by Aesop in the conditions of a slaver, and the ones lived by Millor Fernandes during the Brazilian Military Dictatorship. Moreover, the nature and consequences of these oppressions are distinct in the context of each author. In relation to the linguistic analysis, the lexico-grammatical roles played by the main characters, and the evaluations expressed by the marks of affection, trial, assessment and force point to representations such as reflections of cultural and situational contexts experienced by fabulists. In Aesop's fables, the characters represented as the winners, who have achieved their goals, use more the imposing of physical strength than their linguistic resources. In the fables of Millor Fernandes, instead, the victorious characters use more of the resources of language to overcome the strongest ones. In this sense, the representation pointed to the classical society is that the force stood out the word, being used more frequently and efficiently. The representation that is configured to the contemporary society of Millôr, however, is that language is used as the main resource for solving problems and overcoming the strongest ones. / Este trabalho parte do pressuposto de que a linguagem é o principal meio de socialização dos indivíduos. Haja vista sua funcionalidade, mais do que permitir a simples troca de informações, ela permite estabelecer relações interpessoais, manifestar e construir representações de experiências. Nesse sentido, este estudo apresenta a análise de sete fábulas originalmente atribuídas a Esopo e sete versões revisitadas por Millôr Fernandes. Produções distantes vinte e cinco séculos, esses textos são estudados sob a perspectiva de seu Potencial de Estrutura Genológica (PEG), com o objetivo de analisar, por meio da descrição contextual e léxico-gramatical, representações dos personagens em fábulas esopianas e fábulas de Millôr Fernandes. Para isso, os pressupostos teóricos fundamentais utilizados são a noção de gênero de Hasan (1989), a concepção de contexto situacional de Halliday (1989), as categorias léxico-gramaticais do sistema de transitividade da Gramática Sistêmico-Funcional de Halliday & Matthiessen (2004), as categorias léxico-semânticas da Teoria da Avaliatividade de Martin & White (2005), a teoria das representações sociais de Moscovici (2009) e o modelo tridimensional de Fairclough (2001). Os resultados evidenciam que, no que tange ao gênero, as fábulas produzidas por Millôr Fernandes apresentam um estágio que denominamos [E#3.3] Consumação e/ou continuação da conclusão, inexistente nas fábulas esopianas, o que traz desfechos diferentes. Em relação aos contextos sociais nos quais as fábulas foram produzidas, a análise apresentou semelhanças e diferenças no que se refere às situações de opressão vividas por Esopo na condição de escravo e vividas por Millôr Fernandes no período de Ditadura Militar brasileira. Por outro lado, a natureza e as consequências dessa opressão são distintas no contexto de cada autor. Em relação à análise linguística, os papéis léxico-gramaticais desempenhados pelos personagens principais e as avaliações manifestadas pelas marcas de afeto, julgamento, apreciação e força apontam para representações como reflexos dos contextos situacionais e culturais vivenciados pelos fabulistas. Nas fábulas de Esopo, os personagens representados como vitoriosos, que têm seus objetivos atingidos, usam mais a imposição de sua força física do que recursos linguísticos. Nas fábulas de Millôr Fernandes, ao contrário, os personagens vitoriosos utilizam-se mais dos recursos da linguagem para vencer os mais fortes. Nesse sentido, a representação apontada para a sociedade clássica é a de que a força se sobressaía à palavra, sendo utilizada com mais frequência e eficiência. A representação que se configura para a sociedade contemporânea de Millôr, em contrapartida, é a de que a linguagem é utilizada como principal recurso para solucionar problemas e superar os mais fortes.
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DO ENFRENTAMENTO E DA VIVÊNCIA COM O CÂNCER: A AVALIATIVIDADE NO DISCURSO DO SOFRIMENTO / FROM CONFRONTATION AND EXPERIENCE WITH CANCER: APPRAISAL IN SUFFERING DISCOURSENichele, Alessandra Medianeira Ilha 25 February 2014 (has links)
Through language we represent, under many ways, our emotional reactions. This way, verbalization of human experience takes the realization of meanings construction system. In this perspective, under Systemic Functional Grammar light (HALLIDAY; HASAN, 1989; HALLIDAY; MATTHIESSEN, 2004) and, specially, from The Appraisal System (MARTIN; WHITE, 2005), we have investigated which evaluative marks are recurrent in the discourse of people who experience cancer. In this sense, this research emphasis is on semantic valuation of suffering discourse, which is supported by Martin e White (2005) theoretical framework. The aim of this study is to chart which lexical choices and attitudinal resources build, by recurrence, the discourse of people who experience cancer. The corpus is composed by 10 interviews collected from Oncoguia portal, from the link Aprendendo com Você . In this context, the interviews take a great social relevance, in the humanistic sense, as a sharing of experiences, since they act breaking group, individual, social isolation; they can also serve to the pluralization of voices and to the democratic distribution of information (MEDINA 2008, p. 8), specially for being a huge fragility situation. The methodological procedures encompass the following stages: (1) elaboration of a list of words, through WordList resource (SCOTT, 2008); (2) identification and quantification of the most recurrent lexico-grammatical categories; (3) identification and categorization of the semantic subsystems of affect, judgment and appreciation; (4) semantic-interpretative data analysis. The results indicate a great recurrence of tenacity judgment categories and positive capacities, followed by affect for insecurity. Through judgment recurrences it is evident that overcoming is the watchword for the experiencers, who are determined to face and win cancer, since this is the only way of not submitting to mortality. The affect recurrences, focusing on the insecurity semantic field, indicate that the suffering experience triggers feelings of vulnerability and despair, bringing great sorrow for the fear of finiteness of life. The lexico-grammatical level investigations, more specifically in the ideational metafunction (HALLIDAY; MATTHIESSEN, 2004) indicate frequency of lexical marks in the first person, of relational processes (mainly to be ) and the intensifiers, which contributes for the painful experience manifestation the interviewees go through. / Pela linguagem, representamos, de várias maneiras, nossas reações emocionais. Dessa forma, a verbalização da experiência humana assume a realização do sistema de construção de significados. Nessa perspectiva, sob a luz da Gramática Sistêmico-Funcional (HALLIDAY; HASAN, 1989; HALLIDAY; MATTHIESSEN, 2004) e, especialmente, do Sistema de Avaliatividade (MARTIN; WHITE, 2005), investigamos as marcas avaliativas recorrentes no discurso de sujeitos que experienciam o câncer. Nesse sentido, o enfoque desta pesquisa recai sobre a valoração semântica do discurso do sofrimento, sustentada pelo arcabouço teórico de Martin e White (2005). O objetivo deste trabalho é mapear quais escolhas lexicais e recursos atitudinais constroem, pela recorrência, o discurso de pessoas que vivenciam o câncer. O corpus é constituído por 10 entrevistas coletadas do portal Oncoguia, do link Aprendendo com Você . Neste contexto, as entrevistas assumem grande relevância social, no sentido humanístico, como compartilhamento de experiências, pois atuam quebrando isolamentos grupais, individuais, sociais; pode também servir à pluralização de vozes e à distribuição democrática da informação (MEDINA, 2008, p. 8), especialmente por se tratar de uma situação de grande fragilidade. Os procedimentos metodológicos compreendem as seguintes etapas: (1) elaboração de uma lista de palavras, por meio do recurso WordList (SCOTT, 2008); (2) identificação e quantificação das categorias léxico-gramaticais mais recorrentes; (3) identificação e categorização dos subsistemas semânticos de afeto, de julgamento e de apreciação; (4) análise semântico-interpretativa dos dados. Os resultados apontam para a grande recorrência das categorias de julgamento de tenacidade e de capacidade positivas, seguidas de afeto por insegurança. Pelas ocorrências de julgamento fica evidente que a superação é palavra de ordem para os experienciadores, que estão determinados a enfrentar e vencer o câncer, posto ser essa a única maneira de não se submeter à mortalidade. As ocorrências de afeto, com foco no campo semântico de insegurança, indicam que a vivência do sofrimento desencadeia sentimentos de vulnerabilidade e desesperança, trazendo grande pesar pelo medo da finitude da vida. As investigações do nível léxico-gramatical, mais especificamente na metafunção ideacional (HALLIDAY; MATTHIESSEN, 2004) evidenciam frequência de marcas lexicais em primeira pessoa, de processos relacionais (principalmente ser ) e de intensificadores, o que contribui para a manifestação da experiência dolorosa por que passam os entrevistados.
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A systemic functional analysis of two Truth and Reconciliation Commission testimonies: transitivity and genreHattingh, Nathalie January 2011 (has links)
Masters of Art / This thesis examines how two narrators construe their experiences of the same events differently through the linguistic choices that they make, through a systemic functional analysis, as well as a genre analysis of two testimonies. The Human Rights Violations (HRV) hearings of the Truth and Reconciliation Commission (TRC) allowed testifiers to tell stories of their experiences during apartheid. The selected testimonies refer to the events that led up to the arrest and eventual torture of Faried Muhammad Ferhelst, as told by himself and his mother, Minnie Louisa Ferhelst. Theframeworks used to analyse the testimonies are drawn from the transitivity and genre theories of Systemic Functional Linguistics. A clausal analysis of the transitivity patterns is used to compare the ways in which the testifiers construct their identities and roles when recounting their stories. The transitivity analysis of both testimonies shows that both Mrs Ferhelst and Faried Ferhelst construe themselves as the Affected participant through Material, Mental and Verbal clauses, and construe the police as the Causers, mostly through Material clauses. A genre analysis revealed that both testimonies took the form of narratives, in particular the Recount, a typical genre for relating narratives of personal experience. This research project also explores how the original Afrikaans versions of the testimonies differ from the translated English versions, available online on the TRC website. The Afrikaans versions were transcribed by the researcher from audio-visual records. A transitivity analysis reveals that the interpretation of the Afrikaans testimonies is fairly accurate, with a minimum loss of meaning. Thus in the case of these testimonies, the actual online record in English is an accurate reflection of their stories. / South Africa
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Negotiating a new centre: multilingualism and identities in a Cape Flats Primary SchoolBellononjengele, B.O. January 2009 (has links)
Masters of Art / Meaning in human relations has always been based on inferred similarities (Holyoak & Thagard,1995). We are quick to liken the new to an old type. In this study, South African bi- or multilingual citizens post-1994 are perceived to hold the same ethno-linguistic perceptions as their progenitors. This explains the growing amount of literature on bilingual language ideology which is dissected upon the language attitude and space table. Following the same line but from a different perspective, Rampton (1995, 1999, 2003) discusses the relativity involved in labelling a bi- or multilingual repertoire. He suggests that the performative act of a bilingual through his/her linguistic repertoire should be structured according to expertise (instrumental), affiliation(integration) or inheritance (ethnicity). Starting with a note on the attitudinal myth, and closing with possible implications for various educational strata, the research explores Rampton’s notions in a rapidly changing educational context and proposes a revised understanding of ‘appellation’ as a complementary concept, an agentive and non-essentialist form of approaching bi- or multilingual identity enactment. It asserts that each enactment is informed by and carries an element of one or all the other facets of the bi-or multilingual multiply identity. Central to the study’s argument is that a bi-or multilingual is not oblivious of the socio-cultural elements that come with each linguistic capital. So, while earlier literature on identity views appellation as ‘other- ascribed’ identity, this study defines appellation as the construction of ‘self’ using all the elements provided by one’s linguistic basket.Further, with its innovative use of spoken interactional data, the study is able to contribute to the ongoing research on the appropriate medium of instruction in the South African educational system. With a special focus on the primary stage, the study sheds light on the fluidity of bi- or multilingual identity formation and enactment inside and outside the classroom. It uses an analytical framework based on Conversation Analysis, the Ethnography of Speaking, Systemic Functional Linguistics, and Critical Discourse Analysis to test the fit of Rampton’s original categories of inheritance, expertise, and affiliation with learners’ actual conversations.In all, the study in a linguistically substantiated stance, argues for more situated perspectives on the mother tongue based educational policy.
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A systemic functional linguistics (SFL) analysis of Yoruba students’ narratives of identity at three Western Cape universitiesAdetomokun, Idowu Jacob January 2012 (has links)
Masters of Art / There has been a great deal of research exploring Halliday’s (1978, 1994, 2004)Systemic Functional Linguistic (SFL) approach. However, there has been little work that specifically targets SFL to explore African discourse. Systemic Functional Linguistics (SFL) views language as “social semiotic”, that is, language is functional in terms of what it can do or what can be done with it; and semantic in that it is used to make meanings (Halliday’s, 1978). This study explores SFL to analyse narratives of identity as told by Yoruba students at three Western Cape Universities: University of the Western Cape (UWC), University of Cape Town (UCT) and University of Stellenbosch (SUN). This research is both quantitative and qualitative in outlook and results of the study are presented. I used the qualitative method to collect and analyse the data; but a certain amount of quantitative analysis was presented as well in order to determine the predominant identity options favoured by the students. A total of 14 Yoruba students were interviewed for data collection which was analysed with SFL interpersonal metafunction theoretical approach. Specifically, the study examines linguistic
choices that the students utilize to maintain and reconstruct their identities in Cape Town. This concentrates on the aspects of Mood component combining Subject and Finite element, Residual component comprising Predicator, Complement and Adjunct as well as Modality in participants’ narratives. Besides, an important aspect of the study was the consideration given to ethical issues. Analyses are presented on tables showing the frequencies of the interpersonal elements as configuration for preference use of different Subjects, Finites, Predicators, Complement and Adjuncts to either strengthen or weaken positions. Equally, the metaphorically expressions of objectivity to highlight the continuities and contradictions in the students’ narratives of identity in the diaspora was considered. These serve as interpersonal elements used by participants for stylizing and personalizing different identities options. Also, the study presents how the students organize their message for cohesion/coherence in their narratives. Thus, SFL establishes how the linguistic choices of the students reflect identity options in
their new environment. The study shows the strengths of systemic-functional approach in its integration of what the students said, with what they might mean within the situation in which they said them. Finally, I conclude that these elements of interpersonal metafunction framework make participants’ narratives coherent while revealing the different identities they appropriated in the diaspora.
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Ensinando e aprendendo inglês a partir de narrativas à luz da linguística sistêmico-funcionalEliana Pinto 05 August 2013 (has links)
Este trabalho tem como objetivo acompanhar a trajetória de uma professora de inglês em um projeto em uma escola de Ensino Fundamental da rede municipal de uma cidade do Vale do Paraíba, no estado de São Paulo, na condução de uma unidade didática por ela elaborada para o ensino da língua inglesa a partir de narrativas infantis, neste caso `Os Três Porquinhos. Nesse processo, as narrativas escritas pelos alunos constituem objeto de reflexão e análise pela professora, que os avalia à luz das oportunidades de aprendizagem construídas para os alunos em sala de aula. Participaram do projeto crianças entre 9 e 11 anos, que escreveram suas próprias versões de Os Três Porquinhos, em dois momentos distintos: uma primeira versão em português escrita na primeira aula e uma segunda versão em português e inglês escrita na penúltima aula. Essas produções, bem como a narrativa (em inglês) utilizada nas aulas, foram analisadas pelos preceitos da Gramática Sistêmico-Funcional, à luz de Halliday (1985/1994 e seguidores), principalmente Christie (2005) e Gouveia (2008 e 2009). Os critérios para a análise de histórias envolvem as seguintes categorias: as referências (endofórica); o tema e a progressão temática; a densidade lexical; o uso de terceira pessoa, o conhecimento sistemático da língua na produção de narrativa, significados experienciais que envolvem os processos: os mentais, materiais, comportamentais, existenciais, verbais e relacionais, e as etapas de organização da narrativa. Os resultados revelam como as narrativas analisadas apresentam as características sistêmicas identificadas e discutidas na literatura e a maioria dos estágios e elementos fundamentais para sua organização textual. Conhecer essas características pode embasar a decisão do professor de língua estrangeira com referência não somente quanto ao o quê ensinar, mas também, e, sobretudo, quanto ao como ensinar os conteúdos dos diversos programas de ensino de línguas estrangeiras, a fim de colaborar no aperfeiçoamento da produção escrita dos aprendizes. / This study aims at following the trajectory of an English teacher in a project in a state elementary school in a city of Vale do Paraíba, São Paulo, in conducting a teaching unit based on a fairy tale, in this case, `The Three Little Pigs. In this process the stories written by the students constitute the object of reflection and analysis for the teacher, who evaluates them in the light of learning opportunities built for students in the classroom. Participated in the project children aged 9 to 11, who wrote their own versions of The Three Little Pigs, in two different moments: the first version written in Portuguese in the first class, and a second version written in Portuguese and English in the 6th class (one before the last). These productions, as well as the story (in English) used in class, were analysed in the light of Systemic-Functional Grammar, as discussed by Halliday (1985/1994 and his followers), mainly by Christie (2005) and Gouveia (2008, 2009). The criteria for analysing stories involve the following categories: references (endophoric), theme and thematic progression, lexical density, the use of third person, systematic knowledge of the language in the production of narrative, experiential meanings involving the processes: mental, material, behavioral, existential, verbal, relational, and organizational stages of the narrative. The results reveal how the systemic features were identified and discussed in the literature in the stories analysed, and most of its fundamental stages and key elements for the text organization. Knowing these characteristics can help the decision of the foreign language teacher with reference not only as to what to teach, but also, and especially as to how to teach the content of the various programs of foreign language teaching in order to collaborate in developing learners written production.
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