Made available in DSpace on 2016-04-28T18:22:17Z (GMT). No. of bitstreams: 1 Fernanda de Castro Goncalves.pdf: 454064 bytes, checksum: 32a6dae975f10cad8e5b1fee4c330c63 (MD5) Previous issue date: 2011-05-26 / Secretaria da Educação do Estado de São Paulo / This research came into light due to the need to help my students produce written texts. The dissertational text is, in fact, an argumentative-dissertational text, for, according to Koch (1987), social interaction through language occurs mainly by argumentation. The difficulty in students´ communication, mainly the writing of the argumentative text, has always been present in teachers and researchers´discourses in the education field. Porta (2002), as a philosophy researcher is concerned with the relationship: Situation description- Problem- Thesis- Argumentation. Thus, a dissertational-argumentative text begins with a Description of a problem, proposes a Solution (actually, solution hypothesis) in favor of which the argumentation is presented. In case there are several hypotheses, he adds, it is the arguments that will select the best of them. As long as Description is concerned, he goes on saying that descriptions can play a leading role in many ways; what can´t be done is eliminating the problem as such, reducing the philosophical thesis to a mere description. Considering such questions, what I have observed in my student´s essays (I previously discuss the matter with them) is a tendency to describing the Situation (e.g. violence in São Paulo city), in that little attention is given to pointing out the Problem and because of that, there is no room for a Solution to the problem and being so, less attention is given to the Argumentation. Being a a systemicist, Eggins (1994) claims that the coherence of a text is based on two factors: (a) appropriateness to the genre, which involves a schematic structure (or genre structure) in its stages and finalities and (b) appropriateness to the linguistic register, which must comply with the variables of Field (subject matter), Tenor (the roles of the participants in an interaction) and Mode (how language organizes such elements). The objective of this research is to examine cohesion and coherence in dissertational- argumentative texts written by 2nd year high school students examining their linguistic structure and genre in order to check how they occur in their dissertational-argumentative texts to spot possible problems in these fields. My analysis is based upon Systemic Functional Linguistics ( developed by Halliday 1985; 1994 and his co-authors), which attempts to develop a theory about language as a social process and a methodological process that leads to a detailed and systemic description of the linguistic standards taking into account genre.Therefore, this research must answer the following research questions: (a) how is the genre structure configured in the examined essays? (b) How is the language in these essays presented? / dissertativoargumentativo, pois, como diz Koch (1987), a interação social por intermédio da língua caracteriza-se, fundamentalmente, pela argumentatividade. A dificuldade de comunicação escrita do aluno, em especial, nesse sentido, da redação do texto argumentativo, esteve sempre presente no discurso de professores e pesquisadores da área da educação. Porta (2002), de sua posição de estudioso da Filosofia, trata da relação: Descrição da Situação - Problema Tese Argumentação. Assim, um texto dissertativo-argumentativo, inicia-se com uma Descrição de um Problema, propõe-se uma Solução (na verdade, hipótese de Solução), em favor da qual apresenta-se a Argumentação. No caso de haver várias hipóteses, diz ele, são os argumentos que vão selecionar a melhor delas. A respeito da Descrição, diz ele que a descrição pode desempenhar um papel preponderante em vários sentidos; o que não pode é eliminar o problema enquanto tal, reduzindo, assim, uma tese filosófica a uma mera descrição. Com referências a essas questões, o que tenho verificado nas redações dos meus alunos (com quem sempre discuto previamente o assunto) é uma tendência à descrição da Situação (e.g. violência na cidade de São Paulo), em que pouca atenção de dá ao delineamento do Problema, e que, por isso, não dá lugar à apresentação de uma proposta (hipótese) de Solução, e, assim sendo, menos ainda para os Argumentos em defesa dessa proposta. Eggins (1994), de sua posição de sistemicista, afirma que a coerência de um texto repousa em dois fatores: (a) a adequação ao gênero, que envolve a estrutura esquemática (ou de gênero) com seus estágios e finalidades e (b) a adequação ao registro linguístico, que deve respeitar as variáveis de campo (assunto), relações (os interlocutores envolvidos) e modo (como a língua organiza esses elementos). O objetivo desta pesquisa é examinar a coerência e a coesão de textos dissertativo-argumentativos, escritos por alunos de 2º ano do Ensino Médio, examinando sua estrutura linguística e sua estrutura de gênero, a fim de verificar como elas se realizam em seus textos dissertativoargumentativos para detectar possíveis problemas nessas áreas. Assim, a pesquisa deve responder às seguintes perguntas de pesquisa: (a) Como se configura a estrutura de gênero nas redações examinadas? (b) Como se apresenta a linguagem dessas redações? Em minha análise, recorro à Linguística Sistêmico-Funcional, desenvolvida por Halliday (1985; 1994) e seus colaboradores, a qual procura desenvolver uma teoria sobre a língua como um processo social e uma metodologia que permita uma descrição detalhada e sistemática dos padrões linguísticos, tendo em vista o gênero

Made available in DSpace on 2016-04-28T18:22:29Z (GMT). No. of bitstreams: 1 Sonia Regina Longhi Ninomiya.pdf: 1788120 bytes, checksum: ed45b77f6ce258fc52d33e68908a6025 (MD5) Previous issue date: 2012-05-15 / Thematic structure gives a clause its character of message (HALLIDAY 1994). This structure is composed of Theme, the starting point of the message that lends prominence to the elements that compose it, thus establishing the base to interpret the remainder of the clause, named Rheme. This question has been the object of attention on the part of some researchers, and their papers show that linguistic choices made to realize Theme generate communicational implications (e.g. MATTHIESSEN 2001; LIROLA; SMITH 2006). Others have analyzed thematic structure in literary translation and suggested, thus displaying didactic concerns, that Theme changes in translation interfere in the interpretation of the message and often ascribe such changes to the translator‟s style (e.g. BAKER 1992; PAGANO 2005; FIGUEREDO 2006). In 1995, Ventola already had referred to the sparse amount of research studies focused on theme structure and on the pattern of Theme progression within a text that undergoes a translation process. In Brazil, researchers have analyzed this matter by comparing the Portuguese language to English or Spanish and, as far as we know, there is no researches contrasting Portuguese with the Japanese language, which is the case here. As it seeks to contribute to studies involving these questions, this thesis examines three short stories taken from modern Japanese literature and their translations into Portuguese with the aim of analyzing how thematic structure is realized, their different forms and how the latter interfere in the interpretation of the message within the translated text. This thesis is theoretical and methodologically supported by the premises of Systemic-Functional Linguistics (HALLIDAY 1994), to the Japanese language by Teruya (2007), on the studies by Barbara and Gouveia (2004) to the Portuguese language and on contributions by Translation Studies. The analyses show that differences occur not always due to the linguistic typology, but owing to choices made by the translator, given that there were other possibilities of retextualization. As a result, a new perspective for interpreting the message and apprehending the literary characteristics of the work is outlined / A estrutura temática é a que imprime à oração o seu caráter de mensagem (HALLIDAY 1994). Essa estrutura é composta de Tema, o ponto de partida da mensagem que dá proeminência aos elementos que a compõem, estabelecendo a base de interpretação para o restante da oração, denominado de Rema. Essa questão tem merecido a atenção de alguns pesquisadores em trabalhos sobre a tradução, mostrando que escolhas linguísticas para realizar o Tema geram implicações comunicativas (e.g. MATHIESSEN 2001; LIROLA; SMITH 2006). Outros têm analisado a estruturação temática em traduções literárias e sugerido que as mudanças temáticas interferem na interpretação da mensagem e, muitas vezes, creditam essas mudanças ao estilo do tradutor (e.g. BAKER 1992; PAGANO 2005; FIGUEREDO 2006). Já em 1995, Ventola se referia às poucas pesquisas interessadas na estrutura temática e no padrão de progressão temática de um texto quando submetido ao processo tradutório. No Brasil, os trabalhos têm analisado a questão comparando a língua portuguesa com a língua inglesa ou espanhola e pelo que nos consta não há nenhum trabalho que contraste o português com a língua japonesa, como é o caso desta pesquisa. Buscando contribuir para o estudo dessa questão, esta pesquisa examina três contos da literatura japonesa moderna e suas traduções para o português, a fim de analisar como se dá a realização da estrutura temática, as diferenças daí advindas e a interferência dessas na interpretação da mensagem no texto traduzido. Para este estudo, utilizo o suporte teórico-metodológico dos pressupostos da Línguística Sistêmico-Funcional (HALLIDAY 1994), de sua extensão para a língua japonesa por Teruya (2007), dos estudos de Barbara e Gouveia (2004) na sua extensão para a língua portuguesa e das contribuições dos Estudos de Tradução. As análises mostram que as diferenças na estruturação nem sempre são motivadas pela tipologia linguística, mas devidas a escolhas do tradutor, já que existiam outras possibilidades de retextualização. Em função dessas diferenças, nova perspectiva se delineia para a interpretação da mensagem e para a apreensão de características literárias da obra

Made available in DSpace on 2016-04-28T18:22:33Z (GMT). No. of bitstreams: 1 Fabiana Pastore Brasil.pdf: 273111 bytes, checksum: 40255f75cb5b26e66d0aaed0cde24d46 (MD5) Previous issue date: 2012-08-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research focuses on socio-racial discrimination found along the novel Clara dos Anjos, by Lima Barreto, examining lexicogrammatical choices made by the author, not only to take a stand on the socio-racial issue, but also to get the reader s sympathy, creating a convincing picture black people s unconsciousness about their own servitude. For this purpose, it examines the question of identity, according to Bucholtz and Hall (2005) and Snow (2001) and the importance of the ideological context, according to Banks (2005). In methodological terms, this study is based on studies of semantic evaluation, an extension of the Interpersonal Metafunction in Systemic-Functional Linguistics (HALLIDAY, 1994, 2004) and on the Appraisal System (MARTIN, 2000) in an approach of Critical Linguistics (FOWLER, 1991). The analysis also has the support of Li (2010), for whom the sociocultural and sociopolitical ideologies are intertwined with language and speech. The author refers to Van Dijk (1993, 1997), who relates the macro notion of ideology to micro notions of discourse and social practices of group members. The study should answer the following questions: (a) which lexicogrammatical choices are made by Lima Barreto to address the socio-racial discrimination issue in the book Clara dos Anjos? (b) how are these choices characterized from the point of view of the Appraisal system? (c) how can Systemic-Functional Linguistics uncover the ideology that involves racial identity in the novel? The research shows that, through negative lexical choices of Appraisal, Lima Barreto seeks to build an ideal reader, able to share his sorrows, of a life marked by socio-racial discrimaination / A presente pesquisa enfoca a questão da discriminação sociorracial no romance Clara dos Anjos, de Lima Barreto, examinando as escolhas lexicogramaticais feitas pelo autor para, não só se posicionar em relação à questão sociorracial, mas também para obter a solidariedade do leitor, criando um quadro convincente da inconsciência dos negros em relação à sua própria servidão. Para tanto, examina a questão da identidade, segundo Bucholtz e Hall (2005) e Snow (2001) e a importância do contexto ideológico, segundo Banks (2005). Em termos metodológicos, o exame apoia-se nos estudos da semântica avaliativa, uma ampliação da Metafunção Interpessoal da Linguística Sistêmico-Funcional (HALLIDAY, 1994, 2004), com o sistema de Appraisal (doravante, Avaliatividade) (MARTIN, 2000), e o faz a partir do enfoque da Linguística Crítica, de Fowler (1991). A análise conta também com o apoio de Li (2010) para quem as ideologias sociopolíticas ou socioculturais estão entrelaçadas com a língua e o discurso. O autor recorre a van Dijk (1993, 1997), em uma abordagem da Análise do Discurso Crítica, que relaciona a noção macro da ideologia às noções micro dos discursos e das práticas sociais de membros de grupo. O estudo deve responder às seguintes perguntas: (a) que escolhas lexicogramaticais são feitas por Lima Barreto para enfocar a questão da discriminação sociorracial em Clara dos Anjos? (b) como são caracterizadas essas escolhas do ponto de vista do sistema da Avaliatividade? (c) de que forma a Linguística Sistêmico-Funcional pode desnudar a ideologia que envolve a identidade racial no romance? A pesquisa mostra que, por meio de escolhas lexicais de Avaliatividade negativas, Lima Barreto busca construir um leitor ideal, capaz de compartilhar suas amarguras, de uma vida marcada pela discriminação sociorracial

Doctor of Philosophy / The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.

This thesis considers the translation of Dutch and Flemish picture books into Swedish from 1995 to 2006. The main aim of the thesis is to study what meaning the notion translation takes on where picture books are concerned and how the translation practice for picture books is influenced by international co-productions. The thesis includes a bibliographical study and a larger case study of the Dutch picture book artist Dick Bruna and his internationally renowned picture books about the rabbit Miffy in Swedish translation. Working within the theoretical frame of descriptive translation studies (DTS), I describe and analyse picture book translation as a phenomenon and a practice that occurs at a certain moment in time in a certain sociocultural context. Using the model of Toury (1995), I study translation norms governing the selection and translation of Dutch and Flemish picture books and of Bruna’s picture books about Miffy in particular. Toury’s model is largely designed for the analysis of written texts. As picture book texts combine both verbal and visual modes of expression, I use multimodal analysis combining the social semiotic visual grammar of Kress & van Leeuwen (2006) with systemic functional linguistics (SFL) as a tool to analyse the translation of picture book texts. By combining DTS and SFL, I study translation as a cultural and social semiotic practice. The analyses in the thesis indicate that picture book translation can be characterised as an international, target culture-oriented and multimodal translation practice. The multimodal translation analysis shows that, while translated picture books have the same images as their source text due to co-production, images can be combined with different social meanings, as for instance images of children and interaction with the reader, expressed in the written text. Images can also assume different meaning potentials and also referential interplay and plausible reading paths between words and images can change.

Στην μετα-γονιδιωματική εποχή, την εποχή της συστημικής βιολογίας, η κατανόηση της πολυπλοκότητας της κυτταρικής φυσιολογίας απαιτεί την ανάλυση της δυναμικής των δικτύων βιομοριακών αλληλεπιδράσεων σε όλα τα μοριακά επίπεδα κυτταρικής λειτουργίας. Με τη σειρά της, η λειτουργική γονιδιωματική, ένας θεμελιώδης λίθος της συστημικής βιολογίας, στοχεύει στον πολυδιάστατο χαρακτηρισμό ενός γονιδίου, συνδυάζοντας δεδομένα από τις τεχνολογίες υψηλής απόδοσης. Είναι αυτή ακριβώς η ενοποίηση όλων των μοριακών προτύπων για ένα διαταραγμένο βιολογικό σύστημα που μπορεί να δώσει πληροφορίες αναφορικά με την λειτουργία ενός αγνώστου γονιδίου. Στο πλαίσιο αυτό, η παρούσα Διπλωματική Εργασία αποτελεί μέρος της ολιστικής λειτουργικής ανάλυσης δύο αλληλεπιδρώντων, αγνώστου βιολογικού ρόλου, πρωτεϊνών, της DGCR14 και της FRA10AC1, οι οποίες έχουν απομονωθεί ως συστατικά του σωματιδίου συναρμογής και έχουν συσχετιστεί με νευρολογικές ασθένειες. Η παρούσα εργασία επικεντρώνεται στην μεταβολομική μελέτη των μοριακών επιπτώσεων της υπερέκφρασης της DGCR14 σε ένα ανθρώπινο κυτταρικό μοντέλο, τα κύτταρα HeLa, με την χρήση της αέριας χρωματογραφίας - φασματομετρία μάζας. Ωστόσο, για να επιτευχθεί αυτό, θέματα σχετικά με τις δυνατότητες ποσοτικοποίησης των πολυβηματικών ομικών αναλύσεων έπρεπε να επιλυθούν. Μια σημαντική παράμετρος αφορά στην γρήγορη αδρανοποίηση των ενζυματικών διεργασιών έτσι ώστε οι αποκτηθέντες μετρήσεις να αντικατοπτρίζουν την πραγματική κυτταρική φυσιολογία. Για τον σκοπό αυτό, ο πειραματικός σχεδιασμός πρέπει να τροποποιείται κατάλληλα έτσι ώστε οποιεσδήποτε απαιτούμενες προ-αναλυτικές διαδικασίες χειρισμού των κυττάρων να έχουν ελάχιστη επίδραση στην φυσιολογία τους. Μελετήσαμε συνεπώς την επίδραση τεσσάρων πρωτοκόλλων συλλογής προσκολλημένων κυττάρων και δύο διαφορετικών διαλυμάτων έκπλυσης στο μεταβολικό πρότυπο κυττάρων HeLa. Τα μεταβολομικά δεδομένα αξιολογήθηκαν στο πλαίσιο της καρκινικής μεταβολικής φυσιολογίας και το πρωτόκολλο με την ελάχιστη δυνατή επίδραση στην κυτταρική φυσιολογία καθορίστηκε. Μεταξύ των αποτελεσμάτων αυτής της μελέτης, πολύτιμες πληροφορίες σχετικά με την μεταβολική φυσιολογία των αθανατοποιημένων κυτταρικών σειρών προέκυψαν, οι οποίες ενίσχυσαν σημαντικά την υπάρχουσα γνώση γύρω από τον καρκινικό μεταβολισμό, σε σταθερές ή μεταβαλλόμενες περιβαλλοντικές συνθήκες. Επακόλουθα, η βελτιστοποίηση της διαδικασίας συλλογής είχε ως αποτέλεσμα την δημιουργία ενός αντιπροσωπευτικού μεταβολικού προτύπου κυττάρων HeLa πάνω στο οποίο πραγματοποιήθηκε η αξιολόγηση της υπερέκφρασης της πρωτεΐνης DGCR14 χωρίς να επισκιάζεται από πειραματικές αποκλίσεις εισαγόμενες από την διαδικασία χειρισμού των κυττάρων. Αναφορικά με τα κύτταρα που υπερεκφράζουν την DGCR14, η μεταβολομική ανάλυση εντόπισε μια αλλαγή φυσιολογίας συνδεόμενη με συγκεκριμένα μεταβολικά μονοπάτια τα οποία υποδηλώνουν έντονο μεταβολικό στρες. Για να διερευνήσουμε την συσχέτιση της υπερέκφρασης της DGCR14 με τον παραπάνω μεταβολικό φαινότυπο, χρησιμοποιήσαμε το ανακατασκευασμένο δίκτυο πρωτεϊνικών αλληλεπιδράσεων του σωματιδίου συναρμογής στον άνθρωπο και το δίκτυο πρωτεϊνικών αλληλεπιδράσεων στον άνθρωπο από την μετα-βάση δεδομένων PICKLE, προκειμένου να αντλήσουμε επιπλέον πληροφορίες για τον ρόλο της DGCR14 βάσει της θέσης της σε σχέση με άλλους κόμβους και υπερ-κόμβους. Μια πιθανή λειτουργική συσχέτιση της DGCR14 με αυτοφαγικούς και λυσοσωμικούς μηχανισμούς βρέθηκε, η οποία θα αξιολογηθεί και μελλοντικά μέσω της ανάλυσης, ξεχωριστά και συνδυαστικά, των μοριακών συνεπειών της υπερ- και υπο-έκφρασης σε όλα τα μοριακά επίπεδα κυτταρικής λειτουργίας. / In the post-genomic, systems biology era, developing a systems level understanding of a physiological process requires the analysis of biomolecular network dynamics at all molecular levels of cellular function. Likewise, functional genomics, an essential foundation of systems biology research, aims to define and analyze gene function at a global level by integrating data obtained from multiple high-throughput technologies. It is the integration of all the molecular profiles for a systematically perturbed system that can provide insight about the function of unknown genes. Along these lines, the present study is part of the systematic functional analysis of two interacting, but yet of unknown biological role, spliceosomal proteins, DGCR14 and FRA10AC1, that have both been implicated in neurological diseases. The present work focuses on studying the molecular consequences of DGCR14 overexpression in a human cell model, HeLa cells, at the metabolic level using Gas Chromatography-(ion trap) Mass Spectrometry. However, to succeed in this, issues regarding the quantification capabilities of the multistep omic analysis procedures needed to be resolved. A major concern refers to the fast quenching of any enzymatic processes, so that the acquired measurements indeed reflect the cellular physiology in vivo. To this end, the experimental design should be appropriately adjusted so that any required sample handling actions before quenching have a minimal effect on cellular physiology. Thus, we investigated the effect of four cell collection protocols and two different washing solutions on the intracellular metabolic profile measurements of a HeLa cell culture. The measurements were interpreted in the context of the known cancer cell metabolic physiology and the protocol with the minimum possible effect on cellular physiology was specified. Among the results of this study, valuable information about the metabolic physiology of the immortal cell line arise, which improved our knowledge about cancer metabolism under steady or varying environmental conditions. Subsequently, the optimization of the collection procedure enabled us to establish a representative metabolic profile of HeLa cells against which the overexpression of DGCR14 was evaluated without being obscured by the effect of the sample handling. Regarding the overexpressing cells, the metabolomic analysis detected a trend of physiological change connected to specific metabolic pathways indicating strong metabolic stress. To understand how DGCR14 overexpression generates this particular metabolic phenotype, we used the human spliceosomal complex protein-protein interaction (PPI) network and the integrated human PPI meta-database PICKLE to extract additional information about DGCR14 role based on its location with respect to other nodes and hubs. A possible functional correlation of DGCR14 to autophagic and lysosomal mechanisms was established, that will be further evaluated in the future through the analysis, separately and in combination, of the consequences of DGCR14 over- and under-expression at all molecular levels of cellular function.

Η παρούσα μελέτη διερευνά τον τρόπο με τον οποίο τα παιδιά πρωτοσχολικής ηλικίας νοηματοδοτούν τα έργα τέχνης, και ειδικότερα τους πίνακες ζωγραφικής, στο πλαίσιο μιας οργανωμένης διδακτικής συνθήκης που σχετίζεται με το πεδίο της γλωσσικής και εικαστικής αγωγής και ανάπτυξης. Συγκεκριμένα,ακολουθώντας την κοινωνιοσημειωτική προοπτική της Συστημικής Λειτουργικής Γλωσσολογίας (ΣΛΓ) καθώς και μία γνωστική προσέγγιση για τις τέχνες στην εκπαίδευση, αναλύονται οι γλωσσικές πραγματώσεις μιας ομάδας παιδιών νηπιαγωγείου που αφορούν στην ερμηνεία 10 επιλεγμένων από την εκπαιδευτικό-ερευνήτρια πινάκων ζωγραφικής στις διαδοχικές φάσεις μιας λειτουργικά νοηματοδοτημένης διδακτικής παρέμβασης. Η έρευνα προσανατολίζεται στις δυνατότητες για την ενεργοποίηση των προϋπαρχουσών εμπειριών και γνώσεων των παιδιών και των διαδικασιών συλλογισμού και μάθησης πάνω στο κείμενο κατά την την ερμηνεία των έργων τέχνης. Επιπλέον, εξετάζεται η προοπτική της εν λόγω διαδικασίας για εμπλοκή των παιδιών με ποικίλα κειμενικά είδη καθώς και με σημειωτικές διαδικασίες («ειδικές» μορφές γλωσσικής σημείωσης) που συναρτώνται άμεσα με τη μετάβαση από το πεδίο της κοινής, καθημερινής γνώσης στη συστηματική, εκπαιδευτική γνώση. Βάσει της ανάλυσης των αποτελεσμάτων, η νοηματοδότηση των πινακων ζωγραφικής από τα παιδιά συναρτάται άμεσα με ζητήματα ανάκλησης από την πρότερη εμπειρία και γνώση τους (οικογενειακό, κοινωνικό και διδακτικό πλαίσιο), καθώς και το συμφραστικό και κειμενικό πλαίσιο αναφοράς, χρήσης συγκεκριμένων κειμενικών ειδών (περιγραφή, εξήγηση, επιχειρηματολογία και αφήγηση) και εμπλοκής με σημειωτικές διαδικασίες (κατονομασία, γενίκευση, χρήση αιτιωδών και χρονικών συνδέσεων κ.ά.) που μπορούν να θεωρηθούν ως γλωσσικά επιτεύγματα εφόσον εμπίπτουν στο πεδίο της «γλωσσικής προετοιμασίας» για την μετάβαση στη σχολική γνώση. Τα παιδιά νοούνται ως κοινωνικά τοποθετημένα υποκείμενα που συνομιλούν προκειμένου να διαπραγματευτούν το νόημα ή να παράγουν νέα νοήματα. Με δεδομένο ότι η γλωσσική ανάπτυξη δε συνιστά μία απλή ατομική διαδικασία αλλά συντελείται μέσα και μέσω διαλόγων, μέσω, δηλαδή, της ανθρώπινης και κοινωνικής αλληλόδρασης που κατασκευάζει και διατηρεί τη γλώσσα, κατανοούμε τη σημαντικότητα του σχολείου ως πλαίσιο στο οποίο συντελούνται συστηματικές και στοχοθετημένες πρακτικές γραμματισμού. Εστιάζοντας στον γραμματισμό ως τόπο μετάβασης από την κοινή (commonsense) στη μη κοινή (uncommonsense) γνώση, στην παρούσα μελέτη αναλύονται οι γλωσσικές διεπιδράσεις παιδιών πρωτοσχολικής ηλικίας σε μια διδακτική παρέμβαση στοχευμένη στην νοηματοδότηση πινάκων ζωγραφικής βάσει του θεωρητικού πλαισίου που παρέχει η εκπαιδευτική γλωσσολογία του ρεύματος της συστημικής λειτουργικής γλωσσολογίας (ΣΛΓ). / The purpose of this study is to investigate the way in which kindergarteners make meaning of works of art, in particular paintings, within an organized didactic project to the field of language and art education. More specifically, based on the socio-semiotic perspective of educational linguistics in the frame of Systemic Functional Linguistics (SFL) as well as a cognitive approach to arts in education, the study focus on the linguistic developments of a group of Greek kindergarteners, during successive phases of an art-and-language literacy intervention, in their effort to construe 10 paintings selected by the teacher - researcher. Following SLF framework, language development does not constitute an individual process but occurs in and through dialogue, through, social interaction in specific socio-cultural context. By these means, systematic and meaningful school literacy interaction is to be considered the dialogic context in which the transition from commonsense to uncommonsense knowledge is taking place. Through the analysis of the exchanges between children and their preschool teacher, by employing the tools provided by SLF, the research aims to explore children’s pre-existing experience and knowledge as well as the learning and reasoning processes, when they are trying to construe art paintings. More specifically, it aims to explore how children are engaged with various genres (such as description, explanation, argumentative, narrative) as well as the semiotic processes ("specific" forms of linguistic semiosis) that are directly related to the transition from common to systematic, educational knowledge. After our analysis, the meaning-making of the paintings by the children are not only directly linked to the recall of past experience and knowledge (family, social and educational context) but, more interestingly, with the use of specific genre and with the engagement with semiotic processes (naming, generalization, use of causative and time connectors, etc.) which can be considered as linguistic achievements provided they fall into the "linguistic preparation" for the transition to school knowledge. Our findings offer some evidence for both for language-based learning and knowledge and for literacy specific semiotic processes.

Doctor of Philosophy / The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.

Thesis (PhD)--Macquarie University, Faculty of Human Sciences, Department of Linguistics, 2009. / Bibliography: p. 210-223. / General introduction -- A multimodal analysis of the 2006 Mexican presidential campaign billboards -- Study 2: Discourses of obligation and prohibition within an institutional setting -- Study 3: Gatekeeping practices at the LEMO: a multimodal analysis -- General conculsions. / This is a thesis composed of three studies linked by a common critical multimodal approach to the analysis of the data. Fairclough's (1992, 1995) three-dimensional framework was drawn on in order to explore the social practice, discursive practice and text dimensions of the discourses in question. The first two studies focus on printed texts in Mexican Spanish, whereas the third study addresses spoken interaction in English with occasional code switching to Spanish. -- Study 1: A Multimodal Analysis of the 2006 Mexican Presidential Campaign Billboards - This is a joint study (with my colleague Michael Witten and approved by my supervisor and the Department of Linguistics at Macquarie) which analyzes the political discourse of the multimodal and multisemiotic texts that the three major political parties involved in the 2006 Mexican presidential elections produced and extensively distributed through the medium of public billboards. We investigate how these parties express their particular ideologies, construct and convey social identities and relationships, and construct relations of power between themselves and the readers/viewers of these texts, through the medium of billboards. As indicated in the preamble, the methodological framework addresses these issues drawing on Fairclough's (1992, 1995) three-dimensional model of analysis while employing a variety of qualitative techniques, tools, and approaches. -- Study 2: Discourses of obligation and prohibition within an institutional setting - Following the theme of multimodal critical discourse analysis, this study examines the institutionalized discourses of obligation and prohibition at the Library of the Language Faculty (LEMO)*of a public university in Mexico. Six different texts pertaining to various genres ranging from a protocol to notices were examined. Multiple qualitative methodologies and tools such as those drawn from ethnography, critical discourse analysis, and systemic functional linguistics are utilized in the analysis of the data. Power relations between the institution and the library users are examined as well as the conditions of text production and reception, the latter through an ethnographic component. An emphasis is placed on the linguistic text. -- Study 3: Gatekeeping practices at the LEMO - This study investigates one of the gatekeeping practices at the Language Faculty of a public university in Mexico (see above). The particular practice concerned consists of the professional examinations (vivas) that students have to take in order to obtain their degrees of 'Licenciatura en Lenguas Modernas' (BEd in Modern Languages) in the English Teaching section of the university. This study focuses on the professional discourse(s) utilized by both candidates and examiners by means of analyzing the texts of four recorded professional examinations. This study chiefly draws on Goffman's (1959) dramaturgical concepts of 'frontstage' and 'backstage', where the analysis of the frontstage work addresses the Question-and-Answer section of the examinations, and the analysis of the backstage work addresses the subsequent deliberations among the examiners concerning the performance of the candidates. Multiple qualitative methodologies and tools are again drawn upon, such as ethnographic analysis, interactional sociolinguistics and critical discourse analysis. (* Facultad de Lenguas) / Mode of access: World Wide Web. / xii, 233 p. : ill. (some col.)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to analyze the language used by professors to build representations of professors in eleven samples taken from commencement speakers speeches, which were analyzed as a textual genre, considering the situational context changes in which it is used and its Generic Structure Potential (GSP) according to Halliday and Hasan (1989). Such texts were produced by professors who acted as commencement speakers in Languages commencement ceremonies from two universities. After the description of the contextual configuration (CC), we identified the obligatory, optional and iterative elements compounding the GSP. In relation to the context, the Languages commencement speaker's speech consists of a thinking-advisory message. The social distance is maximum in relation to the authorities, but minimal in relation to the undergraduate students. Writing is the medium, and speaking is the channel. With respect to the GSP, the obligatory elements are protocol actions, such as greetings and farewells, reports on academic life, advice and congratulations. The optional elements are course or occupation description, reflection on the use of language and references to authors and texts. The advice and congratulations were also considered iterative since they appear in different places in the text. Besides them, acknowledgments were also considered as iterative elements. Sequentially, lexicogrammar and socio-semantic analyses were performed. For that purpose, presuppositions of the Systemic Functional Grammar of Halliday and Matthiessen (2004) were used, specifically on the transitivity system and the representation forms of social actors proposed by van Leeuwen (1997). Twelve representations for the professor were verified, which were performed through mental, relational, material and verbal processes, in the roles of Senser, Carrier, Actor and Sayer. From lexicogrammatical structures, the socio-semantic analysis showed that the professor is included in the commencement speaker's speech by activation and passivation, realized by participation, circumstantialization and possessivation. To organize the representations, we gathered them based on the three pedagogical dimensions according to Libâneo (1994). With respect to the human dimension, the professor is represented as: emotionally involved; pleased with teaching in the ceremony context; someone who faces challenges and is persistent; an example of ethics and respect to his/her cultural values; one who evaluates him/herself, opens room to criticism and learns from students. In regard to the technical dimension, the professor masters the language contents and knowledge and is capable of associating information from different areas; is continuously improving and updating his/her knowledge; is innovative. In relation to the social-political dimension, he/she transforms the reality by using language, but is not valued. / Este trabalho tem o objetivo de analisar a linguagem usada por professores para construir representações do professor em onze exemplares de discursos de paraninfo, que foram analisados como gênero textual, tendo em vista as variáveis do contexto de situação em que é usado e o seu Potencial de Estrutura Genológica (PEG), de acordo com Halliday e Hasan (1989). Esses textos foram produzidos por professores que atuaram como paraninfos de turmas do curso de Letras de duas universidades. Após a descrição da configuração contextual (CC), passamos à identificação dos elementos obrigatórios, opcionais e iterativos que constituem o PEG. Em relação ao contexto, o discurso de paraninfo de Letras consiste em uma mensagem de reflexão com conselhos. A distância social é máxima em relação às autoridades, mas mínima em relação aos formandos. O meio é escrito e o canal usado é oral. Com relação ao PEG, os elementos obrigatórios são as ações protocolares cumprimentos e despedidas, relatos sobre a vida acadêmica, conselhos e parabenizações. Os opcionais são descrição do curso ou da profissão, reflexão sobre o uso da linguagem e referências a autores e a textos. Os conselhos e parabenizações foram considerados também iterativos, porque aparecem em diferentes lugares do texto. Além desses, foram considerados iterativos os agradecimentos. Na sequência, foram feitas as análises léxico-gramatical e sociossemântica. Para isso, foram usados pressupostos da Gramática Sistêmico-Funcional de Halliday e Matthiessen (2004), especificamente sobre o sistema da transitividade e as formas de representação dos atores sociais propostas por van Leeuwen (1997). Constataram-se 11 representações para o professor, que se realizaram por orações mentais, relacionais, materiais e verbais, nas funções de Experienciador, Portador, Ator e Dizente. A partir das estruturas léxico-gramaticais, a análise sociossemântica demonstrou que o professor é incluído no discurso do paraninfo por ativação e passivação, realizadas por participação, circunstancialização e possessivação. Para organizar as representações, reunimo-las com base nas três dimensões pedagógicas de Libâneo (1994). Com relação à dimensão humana, o professor está representado como: envolvido emocionalmente; satisfeito com a docência no contexto de solenidade; quem enfrenta dificuldades e é persistente; exemplo de ética e respeito aos valores da sua cultura; quem se avalia, abre espaço para críticas e aprende com os alunos. Com relação à dimensão técnica, o professor domina os conteúdos e conhecimentos de língua e é capaz de relacionar informações de diferentes áreas; está em constante aprimoramento e atualização; é inovador. Com relação à dimensão político-social, transforma a realidade pelo uso da linguagem, mas não é valorizado.