L'émotion et le discours scientifique sont traditionnellement deux domaines considérés comme incompatibles du fait du caractère subjectif de la première et des exigences d'objectivité et de neutralité du dernier. La thèse propose une étude des processus en œuvre dans la génération des émotions en relation avec la constitution du discours, et ensuite des stratégies ou modes d'intégration des phénomènes de manifestations émotionnelles dans le discours final. L'étude combine une approche psychologique et linguistique des émotions et s'articule autour de la transition entre le domaine mental et celui de la préparation et de l'expression finale des émotions générées dans le discours (lien entre l'évaluation cognitive et l'Appraisal theory en linguistique). Une synthèse de grandes typologies des modes d'inclusion, ainsi que des grands types de manifestations de charges émotionnelles-affectives globale est présentée dans la thèse. Cette même synthèse est issue de la recherche et de l'analyse de manifestations d'émotions incluses volontairement ou non dans un corpus d'articles de la presse scientifique anglophone soumise à comité de relecture. L'un des objectifs étant de déterminer si le discours scientifique présente des manifestations de subjectivité des auteurs, et par quels biais ces phénomènes de subjectivité et d'émotion s'encodent dans des textes devant, selon les normes et conventions, être aussi objectifs et neutres que possible, quelle que soit la discipline concernée. A donc été soulevée la question de la part prise par l'émotion dans le discours en général, de sa constitution à son expression. / Emotion and scientific discourse are, by tradition, considered to be incompatible due to the subjective nature of the former and the objectivity requirements of the latter. The thesis deals with a study of the processes involved in emotion generation in relation with discourse generation. This is followed by the approach of the modes or strategies of inclusion of emotion manifestation phenomena in the final discourse. The study combines a psychological and linguistic approach of emotions, and revolves around the transition stage between the mental domain and that of language elaboration, leading to communicating the previously generated emotions in discourse (link between cognitive appraisal and the Appraisal theory in linguistics). The thesis sums up the broad categories of inclusion modes, as well as the main global emotion/affect load manifestation types. This very synthesis is the result of the research and analysis of emotion manifestations deliberately or accidentally included into a selection of articles sampled out from english-speaking peer-reviewed scientific press. One of the goals was to determine if scientific discourse contains and displays the authors' subjectivity and emotion manifestations, and how these phenomena are encoded in texts that are primarily meant (according to norms and conventions) to be as objective and neutral as possible, regardless of the subject. Thus was raised the question of the importance of the share taken by emotion in any discourse, from its generation to the moment it is uttered.

[pt] Esta pesquisa tem por objetivo investigar o assunto da avaliação educacional a partir da perspectiva de professores em atuação na educação básica do magistério público, buscando problematizar essa prática e elucidar formas mais críticas de compreendê-la. Para nortear o cumprimento desse objetivo, proponho as seguintes questões orientadoras: a) Como os participantes se posicionam discursivamente com relação à avaliação educacional? e b) Que Avaliações e posicionamentos acerca dos temas relativos à avaliação educacional podem ser identificados no discurso dos participantes?. O estudo está inserido no domínio da Linguística Aplicada (Moita Lopes, 2006), tendo por base sua concepção atual de investigar questões de uso da linguagem sob um viés interdisciplinar e co-participativo. Em interface com a Linguística Aplicada, a pesquisa se apoia na área de educação no que tange aos estudos em avaliação educacional, entendida como uma prática localizada sócio-historicamente que visa à observação do processo de ensino e aprendizagem e à implementação de condutas para sua melhoria (Luckesi, 2011). Como aporte teórico, as análises baseiam-se nos pressupostos da Linguística Sistêmico-Funcional (Halliday, 1994; Halliday e Matthiessen, 2004) que entende a linguagem como uma rede de possibilidades orientada para o uso, e no Sistema de Avaliatividade (Martin, 2001; Martin e White, 2005, Vian Jr, 2009), que estuda a atitude dos usuários da língua diante dos fenômenos do mundo bem como os recursos que utilizam para se posicionar ideologicamente em seu discurso. A pesquisa está inserida em um paradigma qualitativo (Denzin e Lincoln, 2006), que busca compreender questões a partir do significado que as pessoas atribuem a elas. Para tanto, foi realizado um grupo focal (Gatti, 2012) com três professores que atuam na educação básica em escolas públicas no estado do Rio de Janeiro e a interação ocorrida foi gravada em áudio e posteriormente transcrita. Por meio dos recursos da Transitividade, do Modo e do subsistema de Atitude, foram identificados, nos fragmentos selecionados para análise, posicionamentos e Avaliações dos participantes sobre a avaliação educacional e os temas a ela relacionados. A discussão possibilitada pelas análises sugere um entendimento da avaliação educacional como algo dinâmico e que deve ser considerado dentro do contexto mais amplo do sistema educacional brasileiro. Os participantes também julgam negativamente algumas práticas empreendidas no contexto da educação pública e se posicionam afetivamente em relação a sua profissão a despeito das dificuldades encontradas. / [en] The aim of this study is to investigate educational assessment from the perspective of teachers who work in public primary and secondary education, trying to problematize such practice and enlighten critical forms of understanding it. In order to accomplish such objective, the following research questions are proposed: a) How do participants adopt stances in relation to educational assessment? and b) What evaluations and positionings about issues related to educational assessment can be identified in their discourses? The study is embedded in the domain of Applied Linguistics (Moita Lopes, 2006), considering its current viewpoint of investigating language use themes taking into account an interdisciplinary and participatory frame of reference. Along with Applied Linguistics, the research stands in the field of Education, with regard to educational assessment, seen as a historically localized social practice which seeks to observe the teaching and learning process as well as implement actions to improve it (Luckesi, 2011). As a linguistic theoretical framework, the analyses are based on the principles of Systemic Functional Linguistics (Halliday, 1994; Halliday e Matthiessen, 2004), which conceives language as a set of choices oriented to use. Also, the investigation considers the Appraisal System (Martin, 2001; Martin e White, 2005, Vian Jr, 2009), which focus on speakers /writers Attitude in relation to world phenomena as well as the resources they use to adopt ideological stances in their discourses. The research is aligned with qualitative paradigm (Denzin e Lincoln, 2006), which searches to understand questions based on the meaning people attribute to them. Therefore, a focus group (Gatti, 2012) was conducted with three teachers who work in primary and secondary public schools in Rio de Janeiro. The interaction was recorded in audio and afterwards transcribed. In the extracts selected to be analyzed, the resources of Transitivity, Mood and Attitude were used so as to identify participants stances and evaluations regarding educational assessment. Discussion provided by the analyses indicates a comprehension of educational assessment as a dynamic concept which should be considered within the Brazilian educational system. Moreover, participants negatively judge some practices carried out in the public education scenario and take affective stance with respect to their profession, in spite of the difficulties they are confronted with.

Abstracts in English, Afrikaans and Xhosa / English proficiency is regarded important for economic empowerment in South Africa, since English is the official business language of the country. South Africa is, however, a multilingual country, with 11 official languages. The majority of South African learners do not speak English as first language, but study English as an additional language in school. This leads to English Second Language (ESL) classroom complexities such as multilingualism, negative attitudes to ESL, and various levels of linguistic proficiency, which affect the teaching of the prescribed curriculum. Many learners arrive in secondary school (Grade 8) with underdeveloped English proficiency, which means that a lot of time in ESL classrooms is spent on re-teaching English language concepts, especially grammar concepts. This causes stress for both ESL teachers and learners. This study tested the effectiveness of a self-help ESL grammar intervention programme in order to establish whether existing gaps in grammar knowledge could be closed via self-study outside of the classroom. More specifically, the study asked the question whether learners’ knowledge of Parts of Speech could be enhanced via a self-help intervention programme, which was based on the principles of Systemic Functional Grammar (SFG). SFG is not traditionally used as an instructional framework in ESL classrooms in the South African context. The rationale for assessing the efficiency of an SFG self-help intervention programme was that there is currently a dire need for alternative approaches to teaching ESL grammar, which would assist struggling learners to raise their proficiency levels quickly, and which would allow teachers to continue with the prescribed curriculum. The intervention programme was tested in a controlled quasi-experimental study, which included an experimental group and a control group, and which compared performance in the mid-year examination and year-end examination to performance in a baseline assessment. The results of the study showed that the self-intervention programme was effective in enhancing ESL learners’ knowledge of Parts of Speech, and also had a positive effect on other aspects of grammar knowledge and on writing. Based on these findings, it is recommended that self-regulation and self-instruction be considered for inclusion in ESL syllabi in the South African context, as it can play a positive role in enhancing ESL learners’ linguistic proficiency. / Engelse taalvaardigheid word as belangrik beskou vir ekonomiese bemagtiging in Suid–Afrika, aangesien Engels die offisiële besigheidstaal van die land is. Suid-Afrika het egter elf erkende offisiële landstale en is dus ‘n meertalige land. Die oorgrote meerderheid Suid-Afrikaanse leerders se eerste taal is nie Engels nie, en hierdie leerders neem Engels as tweede taal (ook genoem eerste addisionnele taal) in ‘n formele omgewing op skool. Dit veroorsaak verskeie uitdagings in Engelse tweedetaalklasse, onder andere meertalige leerders, ‘n negatiewe houding teenoor Engels, en oneweredige ontwikkelingsvlakke in Engels. ‘n Groot aantal leerders begin hul sekondêre skoolloopbaan met onderontwikkelde vaardighede in Engels, met name in grammatika. Dit beïnvloed die onderrig van die voorgeskrewe Engelse tweedetaal kurrikulum, veral in Graad 8. Onderwysers is dikwels genoodsaak om baie tyd aan die heronderrig van grammatikale konsepte te spandeer, alvorens die voorgeskrewe Graad 8 kurrikulum hervat kan word. Dit plaas spanning op sowel onderwysers as leerders. Die doel van hierdie studie was om die effektiwiteit van ‘n self-onderrig intervensieprogram te toets – meer spesifiek om te toets of kennisgapings in “Parts of Speech (POS)” oorbrug kan word met ‘n self-onderrig program wat gebaseer is op Sistemiese Funksionele Linguistiek (SFL). SFL word nie tradisioneel in die Suid-Afrikaanse leerprogram gebruik nie, en die rasionaal vir die toetsing van ‘n SFL program was dat daar tans ‘n geweldige vraag is na alternatiewe benaderings tot die onderrig van Engels, wat leerders sal ondersteun om hulle vaardigheidsvlakke snel te verbeter, sodat onderwysers kan voorgaan met die voorgeskrewe kurrikulum. Die SFL intervensieprogram in hierdie studie is deur middel van ‘n gekontroleerde kwasi-eksperimentele metode getoets, wat ‘n eksperimentele groep en ‘n kontrolegroep ingesluit het. Die twee groepe se kennis van woordsoorte is in die middeljaar, asook die eindjaareksamen gemeet, en vergelyk met die resultate van ‘n basislyntoets wat aan die begin van die jaar afgeneem is. Die resultate het bevestig dat die SFL intervensieprogram ‘n positiewe effek gehad het op kennis van woordsoorte. Verdere positiewe effekte was merkbaar in ander aspekte van Engelse grammatika en in skryfvaardigheid. Na aanleiding van hierdie bevindinge is die aanbeveling van hierdie studie dat selfonderrig and self-regulasie oorweeg moet word as belangrike komponente van die Engels tweedetaal sillabus in die Suid-Afrikaanse konteks, aangesien dit ‘n positiewe rol kan speel in die verbetering van Engels tweedetaal leerders se taalvaardigheid. / Ubugcisa kulwimi lwesiNgesi bubaluleke kakhulu ekuxhobiseni ezoqoqosho eMzantsi Afrika kuba silulwimi lwezoshishino olusemthethweni kweli lizwe. Naxa kunjalo uMzantsi Afrika lilizwe elineelwimi ezininzi, apho ezili-11 zamiliselwa njengeelwimi ezisemthethweni. Uninzi lwabafundi baseMzantsi Afrika alusithethi njengolwimi lokuqala isiNgesi, koko lusifunda njengolwimi olongeziweyo esikolweni. Oku kukhokelela kwiingxaki ezininzi kwiklasi efundisa isiNgesi njengoLwimi lwesiBini, ezifana nokusetyenziswa kweelwimi ezininzi kwakunye namanqanaba awohlukileyo olwazi nobugcisa bokusebenzisa ulwimi, nto ezo zichaphazela ukufundiswa kwekharityhulam esekiweyo. Abafundi abaninzi bafika kwisikolo sasesekondari (iBanga lesi-8) bengenalwazi nabugcisa baneleyo besiNgesi, ngenxa yoko, kwiklasi yesiNgesi uLwimi lwesiBini kuchithwa ixesha elininzi kuphindaphindwa ukufundiswa kwesigama sesiNgesi, ngakumbi isigama segrama. Esi sifundo sophando siye sahlola ukusebenza kwenkqubo yongenelelo kufundiso lwegrama yesiNgesi uLwimi lwesiBini apho umfundi azinceda ngokwakhe, ukuze kufunyaniswe ukuba zingavaleka na ezi zikhewu zikhoyo zokuswela ulwazi lwegrama ngokuzifundela ngaphandle kweklasi. Olu phando lujolise ngakumbi kumbuzo wokuba, ingaba ulwazi lwabafundi ngeziGaba zeNtetho lungaphuculwa na ngokusebenzisa le nkqubo yongenelelo yokuzinceda esekelwe kwimithetho-siseko yeSystemic Functional Grammar (iSFG). ISFG ayisetyenziswa ngokwesithethe njengesakhelo sokufundisa kwiklasi yesiNgesi uLwimi lwesiBini eMzantsi Afrika. Esona sizathu sokuvavanya ukusebenza kwale nkqubo yongenelelo yokuzinceda yeSFG, kukuba kukho intswelo enkulu yeendlela ezizezinye zokufundisa igrama yesiNgesi uLwimi lwesiBini, nto leyo inokunceda abafundi abatsala nzima baphucule amaqondo abo obugcisa, kananjalo incede ootitshala bakwazi ukuqhubela phambili nekharityhulam emiselweyo. Le nkqubo yongenelelo yavavanywa kuphando oluphantsi kolawulo olwaziwa ngokuba sisifundo sophando olungagqibelelanga (quasi experimental study), olwaquka iqela lolingelo kunye neqela elisetyenziswa njengomgangatho wentelekiso (control group). Olu phando lwathelekisa indlela abaqhuba ngayo abafundi kwiimviwo zombindi wonyaka nezokuphela konyaka, ithelekiswa kunye nenkqubo yabafundi kuvavanyo olusisiseko. Iziphumo zophando zabonisa ukuba inkqubo yongenelelo yokuzinceda ibe nempumelelo ekuphuliseni ulwazi lwabafundi lweziGaba zeNtetho kwaye ibe nefuthe elakhayo nakweminye imiba yolwazi lwegrama nesakhono sokubhala. Ngokwezi ziphumo kucetyiswa ukuba kuqwalaselwe ukuzilawula nokuzifundisa kwabafundi njengenxalenye yesilabhasi yesiNgesi uLwimi lwesiBini ngokwemeko yaseMzantsi Afrika njengoko oku kuya kuba nefuthe elakhayo ekuphuhliseni ubugcisa babafundi bolwimi lwesiNgesi uLwimi lwesiBini. / Linguistics and Modern Languages / D. Phil. (Languages, Linguistics and Literature)

Scientists have reached a consensus that human activities have contributed to global climate change, yet its outcomes affect societies disproportionately. Often the least responsible countries are the most vulnerable to the effects of climate change. This study will therefore be looking at vulnerable countries and highest carbon emitters, by engaging in a critical discourse analysis of climate change representations in the U.S and Nigerian news. Through the analysis of the Nigerian floods in 2018 and the U.S Campfires in 2018, functions of systemic functional linguistics and critical discourse analysis such as frame analysis, transitivity analysis, deemphasis/emphasis were used as tools to investigate how responsibility was discursively constructed in the media. The analyses show that the media coverage of Nigerian floods present frames of ‘government accountability’ and ‘victim accountability’ while the U.S Camp Fires media coverage present frames of ‘heroism’ and ‘victims’. No explicit mention of climate change is present in the texts and responsibility is discursively constructed away from climate change and human activities as a responsible agent and towards the actual fires themselves, government, or victims.

No description available.

Denna studie syftar till att undersöka hur Sveriges tre största hamburgerkedjor tagit sig an Covid-19- krisens utmaningar i sina reklamfilmer. Förhoppningen är att resultatet ska kunna bidra med kunskap om hur kriser av det här slaget kan hanteras när det handlar om marknadsföring samt hur marknadsföringen i sig kan uppfattas, både av mottagare och av de som står bakom den. Studien har analyserat åtta reklamfilmer, hälften från 2019 och hälften från 2020 för att kartlägga dels vad som kännetecknar de olika hamburgerkedjornas reklam under dessa år men också hur kedjorna vill framställa sig i sina mottagares ögon och om det har förändrats i och med Covid-19. Detta har gjorts med filmanalyser för de visuella och semiotiska resurserna i reklamfilmerna men också textanalyser med hjälp av den systemisk-funktionella lingvistikens metafunktioner för en bredare förståelse av de övergripande budskapen. Resultaten visar på likheter i kedjornas sätt att bygga upp sina reklamfilmer 2020 runt det övergripande budskapet att man tar Covid-19-viruset på allvar och prioriterar kundsäkerhet och samhällsansvar. Alla tre verksamheter är också noga med att framstå som givande och inte krävande. Det finns dock också skillnader i hur man förmedlar detta, exempelvis när det gäller distans till mottagaren, kampanjer och rollen som respektive kedja ämnar ta på sig i relation till mottagaren. Vidare går det även att identifiera återkommande mönster i resultaten från både tidigare forskning och reklamfilmerna från 2019 i alla tre kedjors Covid-19-anpassning där framförallt lättsamhet kontra allvar är tydligt.

[pt] Intrigada e curiosa por entender possíveis razões que levam as pessoas a dar prosseguimento a seus estudos, o principal intuito desta pesquisa é compreender, através do discurso, quais motivações levaram três amigos e a mim a continuarmos nossa formação acadêmica, ingressando em cursos de mestrado e doutorado. Partindo da verbalização de nossas motivações, procuro refletir criticamente sobre o modo que as identidades e emoções moldam nossas percepções em relação a nós mesmos e aos motivos que nos levaram a dar continuidade à nossa formação. Para tal, recorro a um arcabouço teórico interdisciplinar, que compreende: a perspectiva contemporânea da Linguística Aplicada; a Prática Exploratória; identidades; narrativas; emoções; a autoetnografia e o Sistema de Avaliatividade. Esta pesquisa se insere no paradigma qualitativo-interpretativista, estando intrinsecamente relacionada à Linguística Aplicada Contemporânea, ao viés ético-metodológico que caracteriza a Prática Exploratória e à pesquisa do praticante. Analiso o discurso gerado em conversas exploratórias, que são processos dinamizadores de reflexão e de novos entendimentos sobre as questões que perpassam a vida em diversos contextos, como o acadêmico. A partir da análise dessas conversas, entendi que, ao contarmos narrativas, meus amigos e eu nos coconstruimos identitariamente como pesquisadores e professores através de manifestações linguísticas explícitas de afetos e de julgamentos positivos e negativos. Essas manifestações também ocorreram ao abordarmos as relações que tivemos e temos com amigos e familiares, com nossas orientadoras de mestrado e de doutorado e com outros docentes ao longo de nossa formação, fazendo-me refletir sobre a importância do incentivo da família e dos amigos, bem como de professores e educadores nas vidas de seus alunos. / [en] Intrigued and curious to understand possible reasons that lead people to continue their academic studies, the main purpose of this research is to understand, through discourse, what motivations led three friends and I to continue our academic education, enrolling in master s and doctorate programs. From the verbalization of our motivations, I reflect critically on the way that identities and emotions shape our perceptions of ourselves and the reasons that led us to continue our education. In order to do this, I turn to an interdisciplinary theoretical framework, which includes: the contemporary perspective of Applied Linguistics; Exploratory Practice; identities; narratives; emotions; autoethnography and Appraisal System. This research is part of the qualitativeinterpretative paradigm, being closely related to Contemporary Applied Linguistics, to the ethical-methodological perspective that characterizes Exploratory Practice and to practitioner research. I analyse exploratory conversations, conceptualized as reflective dynamic processes that generate new understandings about issues that emerge from life in different contexts, including the academic one. From the analysis of these conversations, I understood that, when we tell narratives, my friends and I co-construct our identities as researchers and teachers through explicit linguistic manifestations of positive and negative affects and judgments. These manifestations also occurred when we addressed the relationships we had and still have with friends and family, with our master s and doctoral advisors and with other professors throughout our education. These findings make me reflect on the importance of the encouragement of family and friends, as well as that of teachers and educators in students lives.

[pt] Nesta dissertação, eu investigo como três docentes de línguas, atuantes em contextos acadêmicos, unem-se e constroem discursivamente emoções como micropolíticas de resistência em um processo de (trans)formação docente. Desse modo, lanço mão de construtos do Sistema de Avaliatividade (MARTIN; ROSE, 2007) da Linguística Sistêmico-Funcional (HALLIDAY, 1994; VIAN JR., 2009) para uma análise microdiscursiva das avaliações em negociação. Observo, ainda, em que medida nossas avaliações desafiam Discursos (GEE, 2005) que mobilizam essencialismos como instrumentos de despolitização e de dominação quanto à relação docente-discente. Para tanto, alinho-me a uma perspectiva indisciplinar de Linguística Aplicada (MOITA LOPES, 2006; FABRÍCIO, 2006) com interseção epistemológica entre as concepções de micropolítica das emoções (REZENDE; COELHO, 2010), amizade ética (ORTEGA, 2000) e emoções como atos contra-hegemônicos na relação pedagógica (hooks, 2013; FREIRE, 2013). Ao desenvolver uma pesquisa de cunho (auto)etnográfico (ONO, 2018), considero minha voz atrelada às das professoras coparticipantes em uma conversa reflexiva com potencial exploratório (MILLER et al., 2008). Nesta metodologia exploratória, buscamos entendimentos tocantes à qualidade de vida, ao entrelugar institucional de docentes em pré-serviço e ao sofrimento humano (MILLER, 2013), potencializados por questões políticas de gênero, classe e raça (hooks, 2013). Os resultados apontam que emoções são constitutivas desse processo, atuando ora como instrumentos de dominação, ora de emancipação. Em instâncias de resistência, emergem predominantemente emoções micropolíticas de confiança, de acolhimento e de empatia, com o reconhecimento de relações de poder institucional e assimetrias sociopolíticas em jogo. / [en] In this dissertation, I probe how three language teachers, agents in academic contexts, come together and discursively construct emotions as micropolitics of resistance in an ever-transforming process of teacher education. In this sense, I make use of constructs from the Appraisal Theory (MARTIN; ROSE, 2007), embedded in Systemic Functional Linguistics (HALLIDAY, 1994; VIAN JR., 2009), so as to employ a microdiscursive analysis of our negotiated evaluation. Also, I observe to what extent our evaluations challenge Discourses (GEE, 2005) which mobilize essentialisms as instruments of depoliticization and domination towards teacher-student relationship. In doing so, I align myself with an indisciplinary perspective of Applied Linguistics (MOITA LOPES, 2006; FABRÍCIO, 2006), with epistemological intersections between the conceptions of the micropolitics of emotions (REZENDE; COELHO, 2010), ethical friendship (ORTEGA, 2000) and emotions as anti-hegemonic actions in pedagogical relations (hooks, 2013; FREIRE, 2013). In developing some (auto)ethnographic research, I deem my voice intertwined with those of the coparticipants in a potentially exploitable reflective conversation (MILLER et al., 2008). In this exploratory methodology, we seek understandings as to quality of life, an in-between institutional place of pre-service teachers and human suffering (MILLER, 2013), issues which are intensified by political matters of gender, class and race (hooks, 2013). Results indicate that emotions are constitutive of this process, acting both as instruments of domination as well as of emancipation. In instances of resistance, micropolitical emotions of trust, support and empathy emerge predominantly, with the acknowledgment of institutional power relations and sociopolitical asymmetries at play.

The purpose of this bachelor thesis is to investigate how an ideal job applicant is described when searching real estate janitors and real estate managers in job advertising using a Swedish linguistic perspective. This is achieved by looking at how the model reader is constructed i.e. if the ways to describe the two occupational groups differ, if the descriptions tend to include or exclude groups of applicants, and if and how a relationship is created between the employer and the recipient and if so what kind of relationship. The material consists of ten job advertisements where the employer is looking for real estate janitors and ten job advertisements where the employer is looking for real estate managers. The choice of method for the study is systemic functional grammar, critical discourse analysis and gender coding. Theoretically I also start from the systemic functional grammar and the critical discourse analysis, though with an emancipatory approach. The descriptions of the dream candidates that is created in the ads differ between the two occupations. Real estate janitor is a job which requires more practical skills, while the job as a manager requires more theoretical skills. The ideal real estate janitor has equal numbers of masculine and feminine qualities. The dream candidate is self-propelled, service-oriented and is able to plan the working day in an efficient way. Since the employer seems to have a dominant attitude towards the janitor their relationship tends to not be very close. The ideal dream candidate created for real estate managers is also very self-sufficient, but he or she also has a strong internal drive and likes to run projects in combination with a strong sense of responsibility. The ideal real estate manager has a little more feminine than masculine qualities. The relationship between the employer and the ideal real estate manager is more symmetrical than the relationship that is constructed with the ideal real estate manager.

There are a large number of character speeches in Acts. Scholars have used various means and methods to contribute to a feasible and plausible answer regarding the functions of speeches in Acts. Unfortunately, the studies have often been focused on the authenticity of the speeches: were they Luke's creation or simply his compilation? This dissertation presents another set of tools for scholars to revisit Luke's speeches in Acts in order to add insight into their questions, and also to broaden the realm of this narrow focus. In particular, I will implement and demonstrate how to use modern linguistics, namely discourse analysis based on Halliday's Systemic Functional Linguistics. The present study ventures to apply this linguistic insight by focusing on two speeches in the Acts of the Apostles, Acts 2:14-36 and 17:22-31. If scholars wish to study the speeches of Acts further, or any New Testament speeches, hopefully this dissertation will provide a helpful approach to meet their needs. Thus, analyzing and comparing the author's functionally linguistic choices in these two speeches with regards to similarities and differences will describe his specific use of these speeches. The most notable contribution of the dissertation will be found in implementing a new approach to the study of speeches in Acts. I also hope such a due recognition of the language will motivate and inspire further linguistic explorations into various areas, which remain perplexed by other approaches.