Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-12-12T16:33:43Z No. of bitstreams: 2 Dissertação - Hilda Braz Silva Sousa - 2017.pdf: 2631737 bytes, checksum: 6e1d771b2993515a0db80319a26bed92 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-12-13T09:34:35Z (GMT) No. of bitstreams: 2 Dissertação - Hilda Braz Silva Sousa - 2017.pdf: 2631737 bytes, checksum: 6e1d771b2993515a0db80319a26bed92 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-12-13T09:34:35Z (GMT). No. of bitstreams: 2 Dissertação - Hilda Braz Silva Sousa - 2017.pdf: 2631737 bytes, checksum: 6e1d771b2993515a0db80319a26bed92 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-12-08 / The main theme of this research is the teaching identity. It is a study that seeks to understand the identity aspects of eight English teachers of the public education of the state of Goiás in Goiânia. It has as theoretical support the cultural theories of identity with the Systemic-Functional Linguistics discourse analysis of, consolidated with the Appraisal System, specifically, its sub-system of Attitude. It is important to note that Systemic-Functional Linguistics considers that it is not possible to do discourse analysis without considering the context of culture and context of situation. These contexts were essential for understanding teachers' identities. Thus in the analysis both theories were used. The Arguments that justify a choice for the profession and evaluations about teacher’s performance in classroom composed the textual corpora, which were generated through semi-structured and transcribed interviews. The discourse analysis of each teacher's speech was based on these interviews. The analysis effort was carried out to search, identify and understand significative aspects, constitutive of the identities of the teachers when uttering their speeches about a choice of the profession and their teaching activities. After the discourse analysis of each participant, it was verified that it had in common in order to understand if the researched teachers shared some identity aspect among the shared ones, it was verified that they evaluate themselves to teach, but that this process is not materialized by factors that are beyond their controls, leaving them uncomfortable with the students' non-learning. From this incongruity between being prepared to teach and not achieved, signing, the participants' identities were interpreted. The result showed that the identity aspects of these teachers are in accordance with the current configuration of society, that is, it is an off-center, fragmented, contradictory identity. / A temática principal desta pesquisa é a identidade docente. É um estudo que busca compreender aspectos identitários de oito professores de inglês da rede pública de educação do estado de Goiás, em Goiânia. Tem como aportes teóricos as teorias culturais de identidade em conjunto com a análise do discurso da Linguística Sistêmico-Funcional, consolidada com o Sistema de Avaliatividade, especificamente, o seu subsistema de Atitude. É importante observar que a Linguística Sistêmico-Funcional considera que não é possível fazer uma análise do discurso sem considerar o contexto de cultura e o contexto de situação. Esses contextos foram imprescindíveis para entender os aspectos identitários desses professores. Assim, nas análises coadunaram as duas teorias citadas. Argumentos que justificam a escolha pela profissão e avaliações sobre a atuação em sala de aula desses professores formaram os corpora textuais, que foram gerados por meio de entrevistas semiestruturadas e transcritas. A análise do discurso de cada professor baseou-se nessas entrevistas. O esforço das análises foi canalizado para a identificação e compreensão de aspectos significativos, constitutivos das identidades dos docentes ao proferirem seus discursos sobre a escolha da profissão e suas atuações docentes. Após a análise do discurso de cada participante, verificou-se o que havia de comum para entender se os professores pesquisados compartilham alguns aspectos identitários. Dentre os aspectos compartilhados, constatou-se que eles se avaliam preparados para ensinar, mas que este processo não se concretiza por fatores que estão além de seus controles, deixando-os desconfortáveis com o não aprendizado dos alunos. A partir dessa incongruência entre estarem preparados para ensinar e não conseguirem ensinar, interpretaram-se os aspectos identitários dos participantes. O resultado alcançado foi que os aspectos identitários desses professores estão de acordo com a atual configuração da sociedade, ou seja, é uma identidade descentrada, fragmentada, contraditória etc.

The aim of the study was to investigate how four pupils in sixth grade use language when writing narrative texts, examined in relation to the typical structure and linguistic features of a narrative text. Another aim was to explore the similarities and differences between texts which received an A or B grade and texts with a D or E grade. The pupils’ texts are analysed from a systemic-functional perspective on language and on the basis of the typical structure and language of a narrative text, with the focus on expressions of time, processes, descriptions and nominal groups (cf. Johansson & Sandell Ring 2012). The main finding is that the four pupils in their texts master the normal structure of a narrative text and that their texts have expressions of time, processes, descriptions and nominal groups, but they differ in extent and scope. The greatest differences between the narratives in the different grading categories are found in the introductions to the texts, the way of marking dialogue in the structure, and how the pupils use processes, circumstances and nominal groups to achieve descriptions. The text that received an E grade differs from the other texts that were graded as A, B and D, in that the writer has the shortest introduction to the text; the introductions to the other texts are relatively long. The E-graded text also differs from the other texts in the way it marks dialogue. That pupil uses quotation marks to indicate where dialogues occur, whereas the texts with A, B and D grades use a quotation dash to mark speech. All the pupils’ texts contain expressions of time. The texts also include several kinds of processes, except for the text that received a B grade, where there were no mental processes. The texts graded as A, B and D use expanded nominal groups and also various processes and circumstances to create descriptions. The text that received an E grade is the one that uses most expanded nominal groups for descriptive purposes.

[pt] O objetivo desta pesquisa é entender a socioconstrução de identidade de três professoras de inglês como língua estrangeira em relação a seus atravessamentos interseccionais (Ferreira, 2012, 2015; Collins;Bilge, 2016), por meio de uma análise micro, utilizando o sistema de avaliatividade da Linguística Sistêmico-Funcional (Halliday;Hasan, 1989; Halliday, 1994; Martin;White, 2005), e de uma análise macro, em um processo de reflexividade crítica que visa o amadurecimento de um sentir crítico (Borges, 2016), pautado na sensibilização quanto a questões de sofrimento humano, estigma, ideologia e relações de poder (Foucault, 1969; Goffman, 1963; Butler, 1993). Assim, analiso narrativas de momentos críticos vivenciados pelas professoras e histórias de agentividade em suas práticas pedagógicas cotidianas, com base na metodologia qualitativa de pesquisa, em especial no conceito de conhecimento situado (Haraway, 1988), e em alinhamento à epistemologia feminista interseccional (Lykke, 2010). Os resultados indicam a influência direta das identidades sociais de gênero, raça/etnia e classe social na construção discursiva de suas práticas identitárias de professora, reforçando a importância de compreendermos os atravessamentos identitários que nos configuram, no mundo e com o mundo (Souza, 2011), para a promoção de uma consciência crítica (Freire, 1987) e de lutas hegemônicas (Fairclough, [1992] 2001) possíveis no cenário da sala de aula de língua estrangeira como um lugar de dissenso e desaprendizagem (hooks, 1994, 2003; Moita Lopes et al, 2006, 2013). Reforço ainda que a contribuição deste trabalho está não em dar voz a essas mulheres, mas, sim, em nos permitir ouvir as representações que fazem da realidade (Riessman, 1993) da sala de aula, visando a coconstrução e ressignificação dessa experiência, para fomentar o devir do sentir crítico que defendo neste trabalho. / [en] The aim of this research is to understand the socioconstruction of the identities of three EFL teachers in relation to their intersectional crossings (Ferreira, 2012, 2015; Collins;Bilge, 2016), through a micro analysis, which makes use of the Systemic-Functional Linguistics Appraisal System (Halliday; Hasan, 1989; Halliday, 1994; Martin; White, 2005), and a macro analysis, in a process of critical reflexivity that aims at the ripening of a critical feeling (Borges, 2016), which is based on the awareness of issues related to human suffering, stigma, ideology and power relations (Foucault, 1969; Goffman, 1963; Butler, 1993). Thus, I analyze narratives of critical moments experienced by teachers and stories of agentivity in their daily pedagogical practices, under the premises of the qualitative methodology of research, especially the concept of situated knowledge (Haraway, 1988), and in alignment with intersectional feminist epistemology (Lykke, 2010). The results indicate the direct influence of social identities of gender, race/ethnicity and social class in the discursive construction of their identity practices as teachers, reinforcing the importance of understanding the identity crossings that shape us, in the world and with the world (Souza, 2011), to promote critical conscience (Freire, 1987) and the possible hegemonic struggles (Fairclough, [1992] 2001) in the setting of the foreign language classroom as a place of dissent and unlearning (hooks, 1994, 2003; Moita Lopes et al, 2006, 2013). I also stress that the contribution of this work does not lie in giving voice to these women, but rather in the chance of allowing us to listen to the representations they make (Riessman, 1993) of the classroom reality, aiming at the co-construction and re-signification of this experience so it helps develop the becoming of the critical feeling I defend in this paper.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Until these days, the violence practiced by exaltation of youth discourses convey a model of devaluation of aging, as if desire and access to fundamental rights were forbidden for aging people. It is more meaningful for women who, until the XIX century, had the menopause as the edge of their reproductive life and the end of their womanhood. However, the ―grandma s‖ image is not the same. Many of them have the autonomy to enjoy both cosmetic advances and feminists achievements from the last decades. Post-modernity evidences such fast and deep social transformations, which create a tension that on one hand pumps the continuous establishment of a new social order and on the other hand presses continuously for changes. Although the rigidity of stereotypes themselves do not imply necessarily a false perception of reality, as they acquire high social stability and conventionality degree along time, even when the social actors who possess them have ulterior information which invalidate their content, they are rarely altered. Concerning the identity, understood as a continuously replaced description of ourselves, in the case of women it relates to hard and slow social changes, since each alteration must deconstruct historical processes from centuries of prejudices and beliefs that are solidly stratified. The way in which identities are built through language is fundamental for the definition of how we engage and engage others in discourse and create meanings. In this sense, media has a preponderant role in building new stereotypes and reinforcing old ones, reflecting ideas which make part of everyday social life, refracting concepts, distorting them in a way that they approach readers with the voice of an institution. A critical and feminist discourse analysis places discourses that intend to maintain power relations which favor men as a social group while exclude and weaken women as such. Though media is a space in which impartiality is believed to exist, we can evidence grammar forms present in such texts that signal the control on a social occasion, in this case, on the reportage genre, which is a favored place for social actors discursive confrontation. The methodology - which has a polyphonic character, because it is open for critical, systematic and dialogical voices, has combined Systemic Functional Linguistics, Dialogical Discourse Analysis and Critical Discourse Analysis approaches. The qualitative analysis revealed the existence of centripetal forces which search for closing, as well as discursive patterns so-called ―male‖, still directly responsible for mature women identity. / Ainda hoje, a violência exercida por discursos de exaltação da juventude supõe um modelo de desvalorização do envelhecer, como se não pudesse mais existir o desejo nem o acesso a direitos elementares. Isso é mais significativo para as mulheres que, até o século XIX, tinham na menopausa o marco final da vida fértil e o término da feminilidade. Entretanto, a imagem das ―avós‖ não é mais a mesma, muitas têm autonomia para usufruir tanto dos avanços cosméticos quanto das conquistas feministas das últimas décadas. A pós-modernidade evidencia essas transformações sociais rápidas e profundas, as quais criam uma tensão que ora pressiona no sentido da estabilização de uma nova ordem social, ora pressiona continuamente pela mudança. Embora a rigidez própria dos estereótipos não implique necessariamente em uma percepção falsa da realidade, como eles adquirem alto grau de estabilidade e convencionalidade social no tempo, mesmo quando os atores sociais que os detêm dispõem de ulteriores informações que invalidam o seu conteúdo, são dificilmente alteráveis. Quanto à identidade, sendo uma descrição continuamente substitutiva de nós mesmos, no caso da mulher são árduas e lentas as mudanças sociais, pois cada alteração deve desconstruir processos históricos de séculos de preconceitos e crenças, solidamente estratificados. O modo como são construídas as identidades através da linguagem é central na definição de como nos engajamos e engajamos os outros no discurso e construímos significados. Nesse sentido, a mídia tem um papel preponderante na construção de novos estereótipos e reforço de antigos, refletindo ideias que circulam no cotidiano social, e refratando conceitos, distorcendo-os, de maneira a chegar aos leitores uma história construída pela voz da instituição. Uma análise crítica e feminista do discurso localiza discursos que tentam manter relações de poder que privilegiam os homens como grupo social e excluem e enfraquecem as mulheres como tal. Apesar da linguagem da mídia ser um espaço onde se acredita haver imparcialidade, verifica-se formas gramaticais presentes nos textos que sinalizam o controle exercido sobre uma ocasião social, no caso, sobre o gênero discursivo reportagem, lugar privilegiado para o confronto entre os discursos dos atores sociais. A metodologia, de caráter polifônico por estar aberta a vozes sistemáticas, críticas e dialógicas, combinou as abordagens da Linguística Sistêmico-Funcional, da Análise Dialógica do Discurso e da Análise Crítica do Discurso. A análise qualitativa revelou a existência de forças centrípetas que aspiram ao monologismo e buscam o fechamento, bem como padrões discursivos ditos ―masculinos‖ ainda diretamente responsáveis formação identitária da mulher na maturidade.

[pt] A maioria das unidades escolares públicas brasileiras adota a estrutura de organização seriada, que permite a retenção do aluno na mesma série no término do ano letivo. Na escola onde esta pesquisa foi realizada, como professora de Língua Inglesa, tenho lecionado para um grupo de alunos que permanece no 6. ano há três, quatro, ou até mesmo cinco anos. Com base neste fato, minha motivação em conduzir o presente estudo se dá pelo interesse em investigar: (1) de que maneira os alunos avaliam o contexto escolar no qual se encontram? e (2) que identidades são construídas durante a interação entre alunos/participantes e professora/pesquisadora?. A abordagem sociossemiótica de linguagem da Linguística Sistêmico Funcional fundamenta o trabalho, alinhada a pressupostos socioconstrucionistas de identidade que a concebem como um fenômeno fluído, emergente, interacional e sociocultural. A coconstrução das identidades é observada, principalmente, em pequenas histórias surgidas espontaneamente em Grupos de Discussão. Duas perspectivas direcionam a análise das avaliações nas narrativas: o ferramental de análise textual do Sistema de Avaliatividade e os construtos teóricos seminais e contemporâneos que propõem o estudo das avaliações no discurso narrativo. Seguindo a metodologia qualitativa de pesquisa, dez alunos do Ensino Fundamental e da EJA (Educação de Jovens e Adultos) foram entrevistados pela pesquisadora/professora acerca de sua visão da prática escolar. Histórias contadas pelos participantes retratam situações do cotidiano da escola que sugerem relações de conflito entre alunos, professores, coordenadores e diretores. A coconstrução das pequenas histórias sinaliza fortes atitudes de identidades coletivas, por meio das quais os participantes engajam-se em um processo discursivo de culpabilização do outro, construindo-se como vítimas de um ambiente escolar que não propicia a qualidade de vida necessária à efetivação do processo de ensino-aprendizagem. / [en] The majority of Brazilian public schools adopt a system which keeps students who fail at the end of the school year in the same grade. As an English language teacher in the school where this study was guided, I have been teaching a group of students who have remained in the sixth grade for three, four, or even five years. Based on this fact, my motivation to conduct this research derived from an interest in investigating: (1) how do students evaluate the context in which they find themselves? (2) which identities are constructed during the interaction among students/participants and teacher/researcher? The study is based on the sociosemiotic approach of language, as proposed by Systemic Functional Linguistics, aligned with socioconstructionist paradigms of identity which conceive it as a fluid, emerging, interactional and sociocultural phenomena. The construction of identities is observed in small stories spontaneously told during Discussion Groups carried out with the participants. Two perspectives lead the analysis of evaluative moments in the narratives: the analytical tools of the Appraisal Theory and the seminal and contemporary theoretical concepts related to narratives, which emphasize the study of evaluation in narrative discourse. Following a qualitative methodology, ten students from secondary school and EJA ( Educação de Jovens e Adultos ) were interviewed by the researcher/teacher about how they see their school practice. Stories told by the participants portray situations of everyday school life which suggest relationships of conflict among students, teachers, coordinators and principals. The coconstruction of small stories indicates strong attitudes of collective identities through which participants blame the other, constructing themselves as victims of a school environment that does not provide the necessary quality of life for an effective learning process.

Philosophiae Doctor - PhD / This research is in the area of lexicography and investigates the relationship between Shona terminology development and the culture of the language community for which the terminology is intended. It is a contextual analysis of compound nouns found in Shona terminological dictionaries. The study specifically explores how lexicographers together with health, music, language and literature specialists make use of their knowledge about Shona cultural contexts in the creation of compound nouns. Thus, this research foregrounds Shona socio-cultural contexts and meaning generation in terminology development. This study employs a quadruple conceptual framework. The four components of the framework that are utilised are the Traditional Descriptive Approach (TDA), Cognitive Approach (CG), Systemic Functional Approach (SFL), and Semiotic Remediation (SRM). TDA is used in the linguistic categorisation of Shona compound nouns. In addition, it provides the metalanguage with which to describe the constituent parts of Shona compound nouns. As TDA is mainly confined to the linguistic dimension, this research employs CG, SFL, and SRM to explore the cultural and socio-cognitive dimensions of terminology development. / South Africa

Magister Educationis - MEd / South Africa in the past-apartheid era has undergone a series of curriculum changes that collectively have not yet yielded the desired results. Evidence of this is to be found in the continued low pass rates and poor performance in the annual National Senior Certificate (Grade 12) examinations, including the subject English as a First Additional Language (EFAL). Apart from language policy considerations, reasons related to the teaching approach used in EFAL may have a bearing on the results.The Revised National Curriculum Statement (RNCS) recommends the use of a text-(genre) approach, alongside a communicative approach, to the teaching of languages in schools to replace the old content-based methods with their aims and objectives. While the old curriculum did advocate communicative language teaching, the addition is a text-based approach. This study focuses on investigating the various approaches teachers employ in the teaching of English writing and specifically seeks to identify the extent to which a text-based approach is realized in the teaching of EFAL in Grade 9 in two schools in the Western Cape. The study does so, amongst other ways, by analysing the various texts learners are exposed to in English lessons and taking note of how teachers introduce and negotiate the different stages of writing. This study uses genre theory and Systemic Functional Linguistics (SFL) in combination with social constructivist approaches to language learning. This theory is based on the premise that language is functional and cannot be detached from the social context of the learner.A qualitative research paradigm is used and the study is underpinned by interpretive theory.According to Richards (2003), qualitative research is the study of human action in its natural setting in the context of people’s daily lives. In this case the school classroom has to function as the natural setting. The qualitative data collection instruments for this study include interviews,(particularly open-ended interviews), classroom observation schedules and audio recordings. The teaching processes in the classroom and interview sessions are recorded.The research participants for this study were two qualified English teachers. Secondly, samples of notebooks including class exercises of a selected numbers of learners of English Language in Grade 9 were collected for analysis with regard to the implementation of a text-based approach.The findings revolve round the themes derived from the analysis chapter, and are expected to provide ways of promoting the teaching of English using this approach. They reveal that the teachers in this study do not have sufficient understanding of the theories that underpin the teaching of writing in the English FAL curriculum. They attend to the use of text-based approach superficially but they apply other teaching strategies in their lessons during the teaching of English as a first additional language. The study concludes by summing up the main findings,and by spelling out some implications for further research.

Recent international surveys reveal a decline in reading performance among Swedish students during the past decade. In the light of these results, this thesis describes the reading literacy of a class of high-performing students in the Swedish upper secondary school, in order to discern characteristics of successful readers. More specifically, the aim is to describe these students’ reading literacy in terms of their reading habits, approaches to texts, reading strategies, as well as reading positions. The study is framed within a socio-cultural perspective and is based on qualitative methods such as case studies, classroom observations and a group discussion, in combination with a partly quantitative survey. A methodological contribution to the research field is the attempt to develop a method for analyzing students’ reading positions, mainly based on the concept of text movability, as used by af Geijerstam, Liberg et al. The results reveal a deep reading position towards non-fiction texts among a majority of these high-performing students. In comparison with students who adopt a surface-oriented position, these students tend to show greater textual awareness and interactive text movability, and seem to use a wider repertoire of reading strategies in order to attain reading success. This study identifies the most prominent features of high-performing students as their textual awareness, i.e. an ability to comment on content, form, function and potential readers of texts, genre awareness, i.e. an ability to identify various text genres, and metacognitive awareness, i.e. knowing what strategies to use and when to use them. These features can be related to the students’ descriptions of their reading habits which imply that they read a great variety of texts, including both fiction and non-fiction. Most of these students report that they read daily and of their own accord. Having broad textual experience helps when it comes to reading texts in specialized domains that require inferencing and/or field knowledge. There also appears to be a match between the literacy supported in school and the literacy sustained in the students’ home environment. The pedagogical implications are the need for continuous work with students’ reading development and reading strategies, making students aware of different text genres and their specific features, and the importance for students to be challenged in their reading, but naturally in combination with appropriate scaffolding methods.

No description available.

Syftet med studien är att belysa de medel som författare av journalistisk text använder för att förmedla attityd, förhandla argumenterbarheten för sina åsikter och förhålla sig till andra(s) externa positioner och åsikter. Den teoretiska basen utgörs av appraisalteorin (Martin och White 2005) och den interpersonella metafunktionen i den systemisk funktionella grammatiken (Halliday 2014). Det analyserade materialet baserar sig på ett urval av artiklar i den ungerska regeringsvänliga veckotidskriften Figyelő publicerade under perioden november 2017 till augusti 2018, vilka samtliga tematiskt behandlar utvecklingen i Sverige med avseende på migration. Resultatet visar på en mycket rik och varierad användning av den språkliga repertoaren för att uttrycka attityd, och på en övervägande subjektiv ton i rapporteringen. En stor andel implicit uttryckt attityd liksom ironi och ett framträdande författar-jag vittnar om en medveten ambition att interpersonellt närma sig läsarna. Materialet visar även på en systematisk undanträngning av alternativa ståndpunkter (kontraherande heteroglossi), bland annat genom förstärkning av egna argument och åsikter eller genom ett förringande av andras. Resultatet gör det motiverat att ställa frågan om det finns en ”Populist Stance” som kan inordnas som en utmärkande journalistisk stil under det som appraisalteorin benämns commentator voice, utifrån det narrativ som förmedlas, och vars utmärkande drag skulle vara just rika språkliga uttryck för närhet till läsarna, omfattande förekomster av värderande uttalanden om personer/grupper, och en systematisk begränsning av utrymmet för alternativa ståndpunkter. Erfarenheterna från att använda appraisalteorin i detta arbete visar att en större, fördjupad och jämförande studie på detta område torde vara meningsfull och möjlig, utifrån en kombinerad kvantitativ/kvalitativ ansats. / Jelen tanulmány célja annak megismerése, hogy az újságírói szövegek írói milyen nyelvi eszközöket használnak fel az adott témához való hozzáállásuk kifejezésére, és hogyan érvelnek véleményük érvelhetőségét mellett, valamint hogyan kapcsolódnak más külső álláspontokhoz és véleményekhez. Az elméleti kiinduló pont az „Appraisal”-elmélet (Martin és White 2005) és az interperszonális meta-funkció a szisztémás funkcionális nyelvtanban (Halliday 2014). Az elemzett korpusz a Figyelő – egy a magyar kormányt támogató heti magazin – 2017 novembere és 2018 augusztusa között megjelent cikkeiből készített saját válogatáson alapul, ahol a cikkek témájukat tekintve a migrációval kapcsolatos svédországi fejleményekkel foglalkoznak. A tanulmány eredményei azt mutatják, hogy a szövegekben a szerzők nagyon gazdag és változatos nyelvi repertoárt használnak fel a hozzáállás kifejezésére, és hogy a szövegek túlnyomórészt szubjektív módon ábrázolják a helyzetet Svédországban. A szerzői hozzáállásnak a sok egyenesen ki nem mondott megnyilvánulása, a sok irónia, valamint a szerző személyének kiemelkedő pozíciója mind arról tanúskodik, hogy tudatos törekvés van arra, hogy interperszonálisan közeledjenek az olvasókhoz. Az anyag azt is megmutatja, hogy szisztematikusan kizárják az alternatív véleményeket (kirekesztő heteroglosszia), többek között azzal, hogy megerősítik a saját érveiket és véleményüket, vagy lekicsinyilik a többiekét. A tanulmány eredményei alapján indokoltan merül fel a kérdés, hogy létezik-e egyfajta „populista hozzáállás” (angol „populist stance”), amelyet jellegzetes újságírói stílusnak lehet tekinteni, és amely besorolható az ”Appraisal”-elmélet által ”Commentator Voice”-nak nevezett jelenség alá. Ezt igazolhatják a szövegek narratívái és megkülönböztető tulajdonságai: az olvasókhoz való közelség/közeledés gazdag nyelvi megnyilvánulásai, a sok egyénekre/csoportokra vonatkozó értékelő kijelentés és az alternatív pozíciók lehetőségeinek szisztematikus korlátozása. Az Appraisal-modell alkalmazásával kapcsolatos tapasztalatok azt mutatják, hogy lehetséges és fontos lenne egy ezen a területen végzett mélyreható, szisztematikus és összehasonlító tanulmány, egy kombinált kvalitatív és kvantitatív kutatási módszer alapján. / The aim of the study is to investigate the means by which authors of journalistic text convey attitude, negotiate the arguability of their opinions and position themselves in relation to external positions and the views of others. The theoretical basis of the study is Appraisal Theory (Martin &h White 2005) and the Interpersonal Metafunction of Systemic Functional Linguistics (Halliday 2014). The analysed material is based on a selection of articles in the Hungarian government-friendly weekly magazine Figyelő, published between November 2017 and August 2018, all of which thematically deal with developments in Sweden with regard to migration. The results of the study show a rich and varied use of the linguistic repertoire for expressing attitude, and a predominantly subjective writer voice. Frequent examples of implicitly expressed attitude and irony as well as the appearance of the author as subject in the text give witness to a conscious ambition to approach readers interpersonally. The material also shows a systematic exclusion of alternative positions (contracting heteroglossia), whereby the author strengthens his/her own arguments and opinions and/or belittles those of others. The results give cause for asking whether there is a "Populist Stance", a distinctive journalistic style under what Appraisal defines as the Commentator Voice, based on the narrative conveyed, and whose distinctive features would be rich linguistic expressions of closeness to readers, extensive occurrences of evaluative statements about individuals/groups, and a systematic limitation of the space for alternative positions. Experience from applying the Appraisal model in the study shows that a larger in-depth, systematic and comparative analysis of this type of material would be meaningful and possible, based on a combined quantitative/qualitative approach.