The topic of this thesis is the process of'normalisation' by which a translator accommodatesa sourcet ext to the norms of the target languagea nd culture. The researchi nvestigatest his phenomenonin two ways: first, through text analysis identifying features in the target text which potentially contribute to easy readability, and, subsequentlyt,h rough readersr espondingt o the translation and the sourcet ext. Computer tools were used to compare the source text and the target text, resulting in a list of eleven identifiable main features which were found to contribute to a normalising effect. One of the features, 'patterns of repetition', was examined in detail. The translation had less repetition in part because of systemic differences but also due to the translator's choice, whether conscious or unconscious, to use variant terms. A section of the thesis investigates negativity which is of considerable literary relevance in the case of A Hora da Estrela, and evidence is supplied that negativity is reduced in the translation. Other featuresi n the sourcet ext which are mostly associatedw ith spoken aspects of language were found to have shifted to a written style, contributing to a normalising shift from spoken to written register. Such features suggest that the translation hasb een 'domesticatedt' o suit the English-speakingr eader. The second way in which normalisation was investigated was via readers' responses. A number of studies were carried out, using non-specialists and'semi-specialised readers' (students of literature). Critical reactions to the various translations of the novel suggested that normalisation was perceived when the source and the target were compared, but not by readers of the target version alone. iii

In this diploma thesis I concerned myself with translations of Dutch horticultural texts into Czech language, both professional and popular-science texts, as wel as legislative and pragmatic. The aim of my thesis was to analyse different kinds of horticultural texts from translatological point of view and to find out some problematic phenomena, which arise by the reception and translation of these texts. I concentrated also on relations of equivalence between Dutch, Latin and Czech terminology by the names of plants, writing of the scientific names and evaluation of selected texts in terms of text linguistics. First chapter is devoted to teoretical parts of linguistics and translatology related to this problematic and it is mainly based on research of literary sources. Further I concerned myself with some translatological problems, which a translator meets in the area of professional and popular-science literature. First of them was the problem of nomanclatural names, individual botanical categories and rules for writing of the names of plants. From comparison of plant names in expert publications arised that the way of writing of these names is in both languages same and according to the international rules. By the botanical names I compared also on the example of assortment of spring bulbs the...

There are critical questions we must engage in before we ever set foot or flag on Mars. Why do we go? How do we convince ourselves it is worth it? In this work, I will analyze the current discourse of Mars. Mars is legitimized as a place through a form of discourse whose roots can be traced back to earlier, colonial forms of discourse. Modernity acts as a normative force by limiting our language to established forms of discourse, like Hegelian notions of progress, while marginalizing other possibilities of narrative. The colonial gaze is only one possible way we have to understand Mars. What is necessary now is to perform the great Foucaultian task of seeking out lost narratives and lost knowledges of our past. I will examine how the power of narrative has been used to convince the public that we should go to Mars. Modernity has phenomenologically shaped Mars and our present discourse of Mars is the result of that metamorphosis. Narratives of science-fiction, science advocacy, special interest groups, and government bureaucracy reflect the modern notions that pervade Areological discourse, thereby promoting a colonial gaze of Mars. Modernity represents a way of seeing Mars that has been pushed upon us by history, eliminating alternate narratives of place through the nonnative practice of modern thinking.

This study brings together two approaches to linguistic variation, Hallidayan systemic-functional grammar and Labovian variation theory, and in doing so brings together a functional interpretation of language and its empirical investigation in its social context. The study reports on an empirical investigation of the concept of text. The investigation proceeds on the basis of a corpus of texts gathered in sociolinguistic interviews with fifty adult speakers of Australian English in Sydney. The total corpus accounted for in terms of text type or genre numbers 420 texts of varying length, 125 of which, produced in response to four narrative questions, are investigated in greater detail in respect both of the types of text they constitute as well as of some of their linguistic realisations. These largely narrative-type texts, which represent between two and three hours of spoken English and total approximately 53000 words, are presented in a second volume analysed in terms of their textual or generic structure as well as their realisation at the level of the clause complex. The study explores in some detail models of register and genre developed within systemic-functional linguistics, adopting a genre model developed by J.R. Martin and others working within his model which foregrounds the notion that all aspects of the system(s) involved are related to one another probabilistically. In order to investigate the concept of text in actual discourse under conditions which permit us to become sufficiently confident of our understanding of it to proceed to generalisations about text and its contextual conditioning in spoken discourse, we turn to Labovian methods of sociolinguistic inquiry, i.e. to quantitative methods or methods of quantifying linguistic choice. The study takes the sociolinguistic interview as pioneered by Labov in his study of phonological variation in New York City and develops it for the purpose of investigating textual variation. The question of methodology constitutes a substantial part of the study, contributing in the process to a much greater understanding of the very phenomenon of text in discourse, for example by addressing itself to the question of the feasibility of operationalising a concept of text in the context of spoken discourse. The narrative-type texts investigated in further detail were found to range on a continuum from most experientially-oriented texts such as procedure and recount at one end to the classic narrative of personal experience and anecdote to the increasingly interpersonally-oriented exemplum and observation, both of which become interpretative of the real world in contrast to the straightforwardly representational slant taken on the same experience by the more experientially-oriented texts. The explanation for the generic variation along this continuum must be sought in a system of generic choice which is essentially cultural. A quantitative analysis of clausal theme and clause complex-type relations was carried out, the latter by means of log-linear analysis, in order to investigate their correlation with generic structure. While it was possible to relate the choice of theme to the particular stages of generic structures, clause complex-type relations are chosen too infrequently to be related to stages and were thus related to genres as a whole. We find that while by and large the choice of theme correlates well with different generic stages, it only discriminates between different genres, i.e. generic structures in toto, for those genres which are maximally different. Similarly, investigating the two choices in the principal systems involved in the organisation of the clause complex, i.e. the choice of taxis (parataxis vs. hypotaxis) and the (grammatically independent) choice of logico-semantic relations (expansion vs. projection), we find that both those choices discriminate better between types more distant on a narrative continuum. The log-linear analysis of clause complex-type relations also permitted the investigation of the social characteristics of speakers. We found that the choice of logico-semantic relations correlates with genre and question, while the choice of taxis correlates with a speaker's sex and his membership of some social group (in addition to genre). Parataxis is favoured by men and by members of the group lowest in the social hierarchy. Age on the other hand is not significant in the choice of taxis at all. In other words, since social factors are clearly shown to be significant in the making of abstract grammatical choices where they cannot be explained in terms of the functional organisation of text, we conclude that social factors must be made part of a model of text in order to fully account for its contextual conditioning. The study demonstrates that an understanding of the linguistic properties of discourse requires empirical study and, conversely, that it is possible to study discourse empirically without relaxing the standards of scientific inquiry.

This study brings together two approaches to linguistic variation, Hallidayan systemic-functional grammar and Labovian variation theory, and in doing so brings together a functional interpretation of language and its empirical investigation in its social context. The study reports on an empirical investigation of the concept of text. The investigation proceeds on the basis of a corpus of texts gathered in sociolinguistic interviews with fifty adult speakers of Australian English in Sydney. The total corpus accounted for in terms of text type or genre numbers 420 texts of varying length, 125 of which, produced in response to four narrative questions, are investigated in greater detail in respect both of the types of text they constitute as well as of some of their linguistic realisations. These largely narrative-type texts, which represent between two and three hours of spoken English and total approximately 53000 words, are presented in a second volume analysed in terms of their textual or generic structure as well as their realisation at the level of the clause complex. The study explores in some detail models of register and genre developed within systemic-functional linguistics, adopting a genre model developed by J.R. Martin and others working within his model which foregrounds the notion that all aspects of the system(s) involved are related to one another probabilistically. In order to investigate the concept of text in actual discourse under conditions which permit us to become sufficiently confident of our understanding of it to proceed to generalisations about text and its contextual conditioning in spoken discourse, we turn to Labovian methods of sociolinguistic inquiry, i.e. to quantitative methods or methods of quantifying linguistic choice. The study takes the sociolinguistic interview as pioneered by Labov in his study of phonological variation in New York City and develops it for the purpose of investigating textual variation. The question of methodology constitutes a substantial part of the study, contributing in the process to a much greater understanding of the very phenomenon of text in discourse, for example by addressing itself to the question of the feasibility of operationalising a concept of text in the context of spoken discourse. The narrative-type texts investigated in further detail were found to range on a continuum from most experientially-oriented texts such as procedure and recount at one end to the classic narrative of personal experience and anecdote to the increasingly interpersonally-oriented exemplum and observation, both of which become interpretative of the real world in contrast to the straightforwardly representational slant taken on the same experience by the more experientially-oriented texts. The explanation for the generic variation along this continuum must be sought in a system of generic choice which is essentially cultural. A quantitative analysis of clausal theme and clause complex-type relations was carried out, the latter by means of log-linear analysis, in order to investigate their correlation with generic structure. While it was possible to relate the choice of theme to the particular stages of generic structures, clause complex-type relations are chosen too infrequently to be related to stages and were thus related to genres as a whole. We find that while by and large the choice of theme correlates well with different generic stages, it only discriminates between different genres, i.e. generic structures in toto, for those genres which are maximally different. Similarly, investigating the two choices in the principal systems involved in the organisation of the clause complex, i.e. the choice of taxis (parataxis vs. hypotaxis) and the (grammatically independent) choice of logico-semantic relations (expansion vs. projection), we find that both those choices discriminate better between types more distant on a narrative continuum. The log-linear analysis of clause complex-type relations also permitted the investigation of the social characteristics of speakers. We found that the choice of logico-semantic relations correlates with genre and question, while the choice of taxis correlates with a speaker's sex and his membership of some social group (in addition to genre). Parataxis is favoured by men and by members of the group lowest in the social hierarchy. Age on the other hand is not significant in the choice of taxis at all. In other words, since social factors are clearly shown to be significant in the making of abstract grammatical choices where they cannot be explained in terms of the functional organisation of text, we conclude that social factors must be made part of a model of text in order to fully account for its contextual conditioning. The study demonstrates that an understanding of the linguistic properties of discourse requires empirical study and, conversely, that it is possible to study discourse empirically without relaxing the standards of scientific inquiry.

The main aim of this thesis is to examine discourse functions of tense and aspect in Setswana narrative texts. We are going to show that tense and aspect have distinct but related roles to play in Setswana in general and in narrative in particular and that this distinction and relationship become crystal clear in discourse in general. The field of tense and aspect has not yet been fully explored in Setswana let alone in the Bantu languages south of the Sahara. Moreover, the function of tense and aspect in discourse appears to be taboo in grammatical studies. If successfully carried out, this thesis would therefore be a contribution to the existing research in Bantu languages and theoretical issues in general. In realizing this aim, this work is structured in the following way. The first chapter provides the aim and scope of the investigation, chapter 2 reviews literature on tense and aspect with a view to showing the need for and to delimiting the topic. Chapter 3 provides the theoretical framework and chapter 4 and 5 are concerned with the application of data from D. P. S. Monyaise’s narrative texts. Chapter 6 provides the concluding remarks. / Linguistics / D. Litt. et Phil. (Linguistics)

Since 1999, migrants and refugees from across the Middle East and Northeastern Africa have squatted in makeshift camps in and around the strategic port city of Calais, France, hoping for the opportunity to stow away on a ferry or lorry to England. The inhabitants of these camps seek to engage the world in a dialogue, and although they speak a variety of languages, the voices the refugees and migrants in The Jungle of Calais raise through their protest placards and graffiti are more homogeneous. Like in many other protests, the languages of these messages are universal; they are French and English, the languages of their location, their desired destination, and of the world that they hope is watching. The data for this study are from still images freely available through Getty Images Embed Service. Using the techniques of linguistic landscapes, this paper analyzes the linguistic material of The Jungle. Like other recent works on the linguistic landscapes of protest, this analysis challenges the idea that territory is a fixed place or space (Kasanga, 2014), asserting rather that the migrants/refugees are co-creating a collective space that exists more through their raised voices, and less in the physical space they temporarily inhabit.

Esta dissertação tem por objetivo, primeiramente, estudar como o trabalho com gêneros textuais, neste caso o itinéraire de voyage, pode contribuir para a produção escrita dos alunos e, portanto, para o ensino-aprendizagem do francês língua estrangeira (FLE). Além disso, temos a intenção de refletir sobre uma perspectiva de ensino e aprendizagem do FLE mais adaptada ao contexto brasileiro, baseada tanto nos gêneros textuais quanto na perspectiva acional, a partir da noção de agir social. Com isso, visamos a contribuir para as reflexões sobre: o ensino de gêneros textuais; o ensino e aprendizagem do FLE e das línguas estrangeiras em geral; e os estudos sobre a perspectiva acional. A fundamentação teórica desta pesquisa apoia-se, em primeira instância, no interacionismo sociodiscursivo (ISD), por meio dos trabalhos desenvolvidos por Bronckart (1999, 2006, 2008) e por outros pesquisadores do mesmo quadro teórico (Schneuwly & Dolz, 2004; Machado, 2009), que se aprofundaram na questão dos gêneros textuais. Além disso, tomamos como referência as proposições do Quadro Europeu Comum de Referência (QECR) quanto à utilização da perspectiva acional no ensino de línguas estrangeiras. O QECR, por se colocar como uma ferramenta descritiva, não explica como transpor suas propostas para a sala de aula e, por isso, este estudo propõe que a abordagem dos gêneros textuais sirva como uma forma de aplicação prática da perspectiva acional em classe. Para alcançarmos nossos objetivos, construímos o modelo didático do gênero itinéraire de voyage, elaboramos uma sequência didática e a aplicamos em duas turmas diferentes. Paralelamente, fizemos a aplicação, em uma turma, da sequência de atividades proposta pelo livro Alter Ego e que trabalha esse mesmo gênero textual. Em seguida, analisamos as produções escritas dos alunos nos três contextos, utilizando o modelo de análise de textos do ISD, procurando compará-las entre si e com o modelo didático do gênero itinéraire de voyage. Se partirmos da premissa de que o agir se realiza por meio de textos, para agir em língua estrangeira o aluno precisaria dominar determinados gêneros textuais. Assim, se os alunos se apropriarem dos gêneros textuais, eles poderão agir em língua estrangeira, e poderão constituir-se como atores sociais, o que justifica a importância de seu ensino sistemático. Os resultados de nossa pesquisa mostraram que o trabalho com gêneros oferece uma possibilidade de desenvolver as capacidades de linguagem dos alunos e de colocá-los em situações muito próximas das reais, porém é necessário adaptar os materiais e as sequências didáticas às características do contexto em que é aplicado. / This thesis aims to study how the work with textual genres, in this case the itinéraire de voyage (travel itinerary), may contribute to the written production of students and, therefore, for teaching and learning of French as a foreign language (FLE). In addition, we intend to reflect about a perspective of teaching and learning of FLE more adapted to the Brazilian context, based on both the textual genres and the action-oriented approach and on the notion of social action. Therewith, we aim to contribute to the reflections on: the teaching of textual genres; the teaching and learning of FLE and of foreign languages in general; and the studies about the action-oriented approach. The theoretical basis of this research is supported, in first instance, by socio-discursive interactionism (ISD), through the work done by Bronckart (1999, 2006, 2008) and other researchers from the same theoretical framework (Dolz & Schneuwly, 2004; Machado , 2009), which deepened the issue of textual genres. Furthermore, we refer the proposals of the Common European Framework of Reference (CEFR) and the use of action-oriented approach in teaching of foreign languages. The CEFR, as a descriptive tool, does not explain how to implement its proposals in the classroom. Therefore, this study suggests that the approach of textual genres can be used as a way of practical application of action-oriented approach. To achieve our goals, we built the didatic model of the textual genre itinéraire de voyage, we developed a didactic sequence and applied it in two different classes. In parallel, we applied, in one class, the sequence of activities proposed by the textbook Alter Ego, which teaches the same genre. Next, we analyzed the students\' written production in the three contexts, using the model of text analysis of the ISD, trying to compare them with each other and with the didactic model of the genre itinéraire de voyage. If we start from the premise that action takes place through texts, in order to act in a foreign language students need to master certain kinds of texts. Thus, if students internalize textual genres, they may act in a foreign language, and may be constituted as social actors, which explains the importance of systematic teaching of textual genres. The results of our research showed that working with textual genres offers a possibility to develop the language skills of students and put them in situations very close to real, but it is necessary to adapt materials and didactic sequences to the characteristics of the context in which it is applied.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esta dissertaÃÃo possui como escopo a anÃlise das funÃÃes discursivas das recategorizaÃÃes. Este trabalho restringe-se à anÃlise das recategorizaÃÃes lexicais ocorridas por meio de anÃforas diretas, correferenciais. Adotamos a perspectiva teÃrica de que o fenÃmeno pesquisado situa-se na atividade discursiva de referenciaÃÃo, concebida como uma (re)construÃÃo do real, advinda da interaÃÃo entre os falantes, de forma intersubjetiva. Propomos uma classificaÃÃo das possÃveis funÃÃes assumidas pelas recategorizaÃÃes nos diferentes contextos discursivos. Para tal fim, abordamos, inicialmente, a proposta classificatÃria de Cavalcante (2003) dos processos referenciais, entre os quais estÃo inseridas as recategorizaÃÃes. A partir disso, retomamos a anÃlise pioneira de ApothÃloz e Reichler-BÃguelin (1995) sobre as recategorizaÃÃes, bem como discutimos os trabalhos de Tavares (2003) e de Lima (2003), que se baseiam nos dois autores. Contemplamos, fundamentalmente, a sugestÃo de Koch (2004) sobre as funÃÃes cognitivo-discursivas das expressÃes nominais referenciais, que serviram de parÃmetro para nossa proposta de funÃÃes das recategorizaÃÃes. Nosso corpus consta de 80 textos de diversos gÃneros: destes, 62 textos foram por nÃs escolhidos aleatoriamente; a outra parte da amostra à pertencente ao banco de dados do grupo de estudos Protexto/UFC. Com a anÃlise dos dados, averiguamos traÃos funcionais das recategorizaÃÃes, que vieram a compor nossa classificaÃÃo e nos levaram a constatar que as recategorizaÃÃes podem ser multifuncionais nos discursos. (213 palavras) / This dissertation has as a goal the analysis of the discourse functions of the recategorizations. This research was delimited to the analysis of the occurred lexical recategorizations through direct co-referential anaphoras. We adopt the theoretical perspective of that the searched phenomenon is placed in the activity discourse of referencing, conceived as a (re) construction of the reality, happened of the interaction between the speakers, in a intersubjective way. We proposed one classification of the possible functions assumed for the recategorizations in different discourse contexts. For such end, we approached, initially, the classifying proposal by Cavalcante (2003) about referential expressions, that has been used as a base of our functional proposal about recategorizations. From this, we retook the pioneer analysis by ApothÃloz and Reichler-BÃguelin (1995) about recategorizations, and we discussed the works by Tavares (2003) and Lima (2003), based on the two authors. We contemplated, basically, the suggestion by Koch (2004) about cognitive and discourse functions of the lexical referential expressions; in our proposal about recategorizations. Our corpus consisted of 80 texts was taken from different genres: 62 of them were chosen casually. Another part belongs to the bank of data of Protexto/UFC group studies. With the analysis of the data, we inquired functional traces of the recategorizations, that had come to compose our classification and it had taken us to evidence that recategorizations can be multi-functional in the speeches. (219 words)

Social media has become a large part of today’s pop culture and keeping up with what is going on not only in our social circles, but around the world. It has given many a platform to unite their causes, build fandoms, and share their commentary with the world. A tool in helping group posts together or give commentary on a thought is the hashtag. In this paper I explore the evaluative roles of hashtags in social media discourse, specifically on Twitter. I use a sample of randomly selected tweets from the Twitter API stream I collected and compiled myself. I collected a total of 200,000 tweets and filtered out Re-tweets. Looking at each individual hashtag I sorted them into the categories outlined by the Appraisal Theory proposed by Martin and White (Martin & White, 2005). I explore the types of evaluation expressed in hashtags, the relationships between evaluative hashtags and how users negotiate evaluations using meme hashtags.