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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A influÃncia da terceira parte na mudanÃa de footing em chats educacionais / The influence of the third part in changing educational footing in chats

GeÃrgia Maria Feitosa e Paiva 30 April 2013 (has links)
FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / nÃo hà / Esta tese tem como objetivo analisar atà que ponto e sob quais circunstÃncias a presenÃa da terceira parte influencia ou interfere nos chats educacionais virtuais por meio das mudanÃas de footing dos participantes desses chats e da polidez linguÃstica que eles investem em momentos de mudanÃa. Para tanto, tomamos como base os estudos de Goffman (1967; 1981), Brown; Levinson (1978; 1987), Leech (1983; 2005), e as investigaÃÃes de Paiva (2004), Paiva; Rodrigues-Junior (2008) e Pereira (2009). Para a realizaÃÃo da pesquisa, contamos com a colaboraÃÃo dos alunos e dos professores das disciplinas SociolinguÃstica, LinguÃstica Textual e Leitura e ProduÃÃo de Textos AcadÃmicos, ofertadas no curso de graduaÃÃo Letras-PortuguÃs da Universidade Federal do CearÃ. Cada participante respondeu a um questionÃrio com questÃes que visaram compreender seus hÃbitos e afinidades com a ferramenta chat educacional virtual. Depois de tabular e cruzar as informaÃÃes presentes nos questionÃrios, e de analisar quinze chats, verificamos que a figura do professor conteudista nÃo somente atua como terceira parte ou zona de influÃncia como tambÃm chega a interferir na mudanÃa de footing dos participantes da interaÃÃo. O tipo de mudanÃa de footing mais significativo à o de formato de produÃÃo, no qual foi possÃvel observar que na presenÃa da terceira parte tutores e alunos procuram ser mais animadores do que responsÃveis ou autores. TambÃm na presenÃa da terceira parte, os alunos evitaram inserir frames de longa duraÃÃo. Com relaÃÃo à mudanÃa de footing por estrutura de participaÃÃo, a presenÃa da terceira parte parece ter condicionado a exclusÃo momentÃnea do tutor na interaÃÃo durante a sua presenÃa, que, por sua vez, excluiu alunos, neste mesmo momento interacional. Estes resultados demonstram que o movimento interno Ãs interaÃÃes sociais (footing) realizadas em chats educacionais virtuais à bastante sensÃvel à presenÃa de membro hierarquicamente superior, podendo inclusive se prolongar na sua ausÃncia. Com esta investigaÃÃo, concluÃmos que a escolha de determinadas estratÃgias de polidez como use marcadores de identidade e grupo, inclua ouvinte e falante na mesma atividade, nominalize, distancie-se do ator e adicione formalidade; distancie-se dos pronomes eu e vocà auxiliam no estabelecimento e na mudanÃa de footings pelos participantes, pois demonstram o nÃvel de engajamento empreendido, sinalizando em quais momentos o observador interfere na projeÃÃo de suas faces. / This research aims at analyzing what extent and under what circumstances the presence of third part influences or interferes with the educational virtual chats through changes in participantsâ footing in these chats and linguistic politeness that they invest in turning points.Our work in this dissertation seeks to achieve this relationship which, in our view, seems inseparable for understanding social relations. Therefore, as the basis of our studies we take Goffman (1967, 1981), Brown; Levinson (1987, 1978), Leech (1983, 2005), and more recently, investigations by Paiva; Rodrigues-Junior (2008), Paiva (2004) and Pereira (2009). To achieve the researchâs aims, we had the collaboration of students and teachers from Sociolinguistics, Linguistics and Textual Reading and Production of Academic Texts disciplines, offered in the Portuguese Literature course at the Federal University of CearÃ. The participants answered a questionnaire that aimed to understand their habits and affinities with educational virtual chat tools. After crossing and tabling the information provided in the questionnaires and analyzing fifteen chats, we found that the figure of the content teacher does not only act as a third part or zone of influence, but also he/she interferes in some instances to the changing in participants of the interactionâs footing. The most significant type of footing change is in the format of production, in which tutors and students demonstrate that in the presence of the third part, they seek to be more impeller than sponsors or authors. Also, in the presence of the third part, students avoid inserting frames of long duration. Regarding the change of footing for participation structure, the presence of the third part seems to have conditioned the momentary exclusion of the tutor interaction during its presence, which in turn, excluded students, even in this moment of interaction. These results demonstrate that the internal motion to social interactions (footing) held in virtual educational chats is very sensitive to the presence of higher-ranking member, and it can even extend during its absence. With this investigation, we can conclude that the choice of certain politeness strategies, such as use group and identity markers, include listener and speaker in the same activity, nominalize, hold off yourself from the author and add formality, hold off yourself from pronouns such as I and you assist in establishing and changing footings by the participants because they demonstrate the level of engagement undertaken, signaling to which moments the observer interferes with the projection of their faces.

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