[pt] Nesta análise comparativa, revelam-se comportamentos, sentimentos, celebrações e o como se expressam os falantes nativos no que se refere ao ritual de passagem morte, no Brasil, Canadá e Noruega, considerando-se o uso da linguagem humana, verbal e não verbal, como veículo de expressão de valores culturais e hábitos comportamentais, e de exteriorização de sentimentos pessoais. O corpus foi coletado de duas séries de entrevista online realizadas com informantes nascidos nesses países, testemunhas desses ritos. A fundamentação teórica básica deste trabalho concentra-se na área do Interculturalismo, aliada à área da Linguística. Os principais autores que nortearam a investigação foram Lewis (2006), DaMatta (2004; 1997; 1993; 1987; 1984), Tagnin (2013; 1989) e Perini (2010; 2003; 1999). Nossos resultados revelam, entre outros achados, que os rituais observados corroboram a classificação de Lewis (2006) quanto aos países multiculturais, enquanto aqueles classificados como de cultura ativo-linear sofrem algumas variações regionais, aproximando-se por vezes da categoria de cultura multiativa. / [en] This comparative analysis, reveals behaviors, feelings, celebrations and how they are expressed in relation to the rite of death passage in Brazil, Canada and Norway, considering the use of human language, verbal and non-verbal, as a vehicle for expressing cultural values, behavioral habits as well as personal feelings externalization. The corpus has been collected from two online interview series conducted with native speakers of these countries who have already witnessed such rites. The basic theoretical foundation of this research focuses on the area of Interculturalism along with the area of Linguistics. The main authors who have guided this research are Lewis (2006), Da Matta (2004; 1997; 1993; 1987; 1984), Tagnin (2013; 1989) and Perini (2010; 2003; 1999). Our results reveal, among other findings, that the multicultural countries under analysis, categorized by Lewis as linear-active culture places, suffer some regional variations, approaching the multi-active culture category.

Doctor Educationis / Three questions are central to this thesis: First, can the practice of teaching be made safe from luck through the controlling power of knowledge and reason? Second, even if it can be made safe from luck, should it be? Third, if it is neither possible nor desirable to exclude luck from teaching, what knowledge and personal qualities will put practitioners in the strongest position to face the contingencies of luck and, more especially, to face those conflicts which arise as a consequence of circumstances beyond the practitioner's control? Martha Nussbaum's account of luck and ethics in Greek philosophy and tragedy prompts the questions and provides, with Aristotle, many of the conceptual tools for answering them; Thomas Nagel's work on moral luck provides the categories for a more refined account of luck and its place in teaching. With respect to the first two questions, I argue that as a human practice teaching is open to the vicissitudes of fortune and cannot be made safe from luck, except at the expense of its vitality. Like other human practices, teaching is mutable, indeterminate and particular. Both its primary and secondary agents (teachers and pupils) and the practice itself are vulnerable to luck in four categories: constitutive, circumstantial, causal and consequential. But teaching is not just a matter of luck; it is a public practice in which some people are put into the hands of others for specific purposes, usually at public expense. If we have no way of holding practitioners accountable for their actions, the practice loses credibility. Any money or trust put into it is simply a gamble. For these and other reasons, the drive to exclude luck from practice is strong. Yet strong luck-diminishment projects are themselves a threat to the vitality of the practice. During the twentieth century two strong luck-diminishment projects have been especially detrimental to teaching: one rooted in the science of management, the other in the empirical sciences. Both have resulted in a proliferation of unfruitful and often trivial research projects, to misconceived programmers of teacher education, to distorted notions of knowledge and excellence in teaching, and to self-defeating and impoverished practice. Luck-diminishment projects rooted in logic are more or less threatening to vital practice, depending on how far they are committed to instrumental reasoning and a science of measurement. These are blunt and controversial claims. A central task of the thesis is to refine and defend them. The refinement proceeds by way of a contrastive analysis of strong luck-diminishment projects and others which are more responsive to the indeterminacy of practice. With respect to the final question, I argue that there are at least three sets of necessary conditions for a flourishing practice in the face of luck. One concerns what Aristotle calls the virtues of intellect and character. Central among these are practical rationality (conceived non-instrumentally), situational appreciation, and the knowledge required for an intelligent pursuit of the definitive ends of teaching. A second set concerns enabling institutions. A third concerns the kind of community best able to nurture those qualities necessary for vital and excellent practice. All three sets are themselves vulnerable to reversal. Keeping the practice of teaching alive and ensuring that it remains true to its definitive ends is thus a matter of sustained struggle.

The aim of this thesis is to determine what effects occur in communication of a child with autism spectrum disorder and what changes appear in his speech communication in the course of one year, during which the boy was three times recorded on the camcorder. Our method of research is a case study in which we focus on the analysis of communication skills of one boy in all language levels. The theoretical part includes information on the etiology and differentiation of autism spectrum disorders, diagnosis, but also treatment and symptoms from which we are concentrated particularly on impaired communication skills. The practical part includes an analysis of the recordings, where each analysis contains a brief summary of recorded events. Comprehensive comparison is included in the conclusion. Keywords: autism spectrum disorders, atypical autism, communication, impaired communication ability in verbal and non-verbal level, case study

1 ABSTRACT The work deals with the analysis of verbal and nonverbal means of advertising messages in files promoting automobiles and banking products and services through printed brochures and company websites. Advertising texts use elements of journalistic, technical, administrative and artistic styles. Persuasive and attracting functions are dominant for them. These are of the verbal means represented primarily by imperatives, adjectives and adverbs in comparatives and superlatives, by a higher frequency of personal, possessive and totalizing pronouns. Lexically the functions of texts are supported primarily by vocabulary with positive expressivity and terminology of respective field. Enumerations, rhetorical questions, higher splitting of text and placing of persuading means into the rheme of the message are syntactically relevant. These features are also supported by repetition and combination of these means. Of the nonverbal means composition of individual elements within the advertising area, particularly the location of the product and company name, logo, slogan, ratio and layout of text and visual elements, play an important role. Above specified means and combinations thereof can be understood as a strategy of advertising message. Cognitive or affective strategies supported by an appeal to...

Made available in DSpace on 2016-04-29T13:18:03Z (GMT). No. of bitstreams: 1 Maria E M P Melo.pdf: 480720 bytes, checksum: a48a5886e07f819a87667330616281ac (MD5) Previous issue date: 2007-05-16 / Many studies have been analyzing treatments that intervene with the occurrence of correspondence between verbal and non verbal behavior. Nevertheless, the role of verbalization for the emission of the correspondent non verbal behavior, in the studies about correspondence between saying and doing, is not clear yet. The present work had the purpose to combine some treatments already used by some of the studies, with the intention to verify which would be the role of verbalization in the control of non verbal behavior, using a different target behavior than those that have been used in the most part of the studies, and introducing some modifications in the procedure and in the experimental design. The target behavior was the choice of food, considered healthful for the snack. 23 children between 5 and 6 years, with normal development, that studied in the same classroom of a Council School for children, participated of the study. The experimental conditions were: baseline, reinforcement of verbalization, reinforcement of compliance (experimenter s verbalization), reinforcement of correspondence, reinforcement of doing and reinforcement of verbalization 2. The children were divided in 3 groups, with 8, 5 and 7 participants. The sequence of presentation of the treatments varied between the groups. A of multiple baseline design between participants of the same group was used. The results pointed that during of baseline the frequency of choice of more healthful snacks is low, but the frequency of correspondence between verbal and non verbal behavior is high. During the phase of reinforcement of verbalization, the frequency of choice of more healthful snacks is low, and so is the frequency of correspondence between verbal and non verbal behavior. In the phase of reinforcement of doing, the frequency of choice of more healthful snacks is low only when this phase precedes the reinforcement of correspondence and the reinforcement of compliance. In the phases of reinforcement of compliance and reinforcement of correspondence, the frequency of choice of more healthful food increases for the three groups. In the phase of reinforcement of verbalization 2, the frequency of choice of more healthful food was higher than in the phase of reinforcement of verbalization, being, therefore, higher the correspondence frequency. The present study suggests that verbalization has an important role to provide the target response; however it can proceed from the participant as well from the experimenter / Diversos estudos vêm analisando tratamentos que interferem na ocorrência de correspondência entre o comportamento verbal e o não verbal. Apesar disso, o papel da verbalização para a emissão do comportamento não verbal correspondente, nos estudos sobre correspondência entre o dizer e o fazer, ainda não foi esclarecido. O presente trabalho teve o objetivo de combinar alguns tratamentos já utilizados por alguns dos estudos, com o intuito de verificar qual seria o papel da verbalização no controle do comportamento não verbal, utilizando um comportamento alvo diferente do que tem sido utilizado na maior parte dos estudos, e introduzindo algumas modificações no procedimento e no delineamento experimental. O comportamento alvo foi a escolha de alimentos considerados saudáveis para o lanche. Participaram do estudo 23 crianças entre 5 e 6 anos, com desenvolvimento normal, que estudavam numa mesma classe de uma Escola Municipal de Educação Infantil (EMEI). As condições experimentais introduzidas foram: linha de base, reforçamento da verbalização, reforçamento da obediência (verbalização do experimentador), reforçamento da correspondência, reforçamento do fazer e reforçamento da verbalização 2. As crianças foram divididas em 3 grupos, com 8, 5 e 7 participantes. A seqüência de apresentação dos tratamentos variou entre os grupos. Foi utilizado um delineamento de linha de base múltipla entre sujeitos de um mesmo grupo. Os resultados apontam que durante a fase de linha de base é baixa a freqüência de escolha de lanches mais saudáveis , mas é alta a freqüência de correspondência entre o comportamento verbal e o não verbal. Durante a fase de reforçamento da verbalização, é baixa a freqüência de escolha de lanches mais saudáveis e baixa a freqüência de correspondência entre o comportamento verbal e o não verbal. Na fase de reforçamento do fazer, é baixa a freqüência de escolha de lanches mais saudáveis apenas quando essa fase precede as de reforçamento da correspondência e reforçamento da obediência. Nas fases de reforçamento da obediência e reforçamento da correspondência, a freqüência de escolhas por alimentos mais saudáveis aumenta para os três grupos. Na fase de reforçamento da verbalização 2, a freqüência de escolha por alimentos mais saudáveis foi maior do que na fase de reforçamento da verbalização, sendo, portanto, mais alta a freqüência de correspondência. O presente estudo sugere que a verbalização tem um papel importante na produção da resposta alvo, porém pode ser proveniente tanto do participante quanto do experimentador

Actuellement, l'enseignement des langues étrangères a pour objectif général d’apprendre aux élèves à communiquer. En se référant à la communication visant à l'expression d'un vaste univers de croyances et de comportements qui sont exprimés de manière interactive et/ou non-interactive, grâce à des systèmes sensibles et/ou intelligibles. Lorsque ces croyances et comportements, ainsi que leurs formes d'expression, sont partagés par un groupe de personnes, nous sommes face au concept de culture. Les étudiants étrangers doivent donc acquérir l’essentiel des compétences qui leur permettront de communiquer avec des personnes d’une autre culture : ils devront alors connaître, comprendre et, autant que possible, acquérir la totalité des informations caractérisant cette culture, c'est-à-dire leurs activités verbales et non-verbales, leurs croyances et leurs systèmes de communication. La communication non verbale est un vaste champ à l'intérieur du système de communication culturel, qui concerne tous les signes et les systèmes de signes linguistiques qui sont utilisés pour communiquer. L'importance de l’intégration des signes et des systèmes intégrant la communication non verbale dans les programmes d'enseignement de FLE (Français Langue Etrangère) est signalée et incluse dans le Cadre Européen Commun de Référence pour les Langues : apprendre, enseigner, évaluer (Conseil de l'Europe, 2001). Dans le chapitre sur l'utilisation du langage, le CECRL recommande de tenir compte des compétences que les élèves doivent acquérir concernant les actions et gestes utilisés avec des mots (la communication verbale et non-verbale), et les situations dans lesquelles les étudiants auront à mettre en œuvre ces compétences. En outre, il est indiqué que les apprenants de langues étrangères doivent être capables de déterminer, reconnaître et comprendre les comportements para-linguistiques, gestuels, proxémiques et mimétiques de la langue cible (Conseil de l'Europe, 2001 : 72-73). L’objectif principal de cette étude est de sélectionner des signes non-verbaux au sens large pour l'application à l'enseignement et à l'apprentissage du FLE pour un public libyen. Dans la classe, ces éléments peuvent être introduits à l’aide de documents vidéos représentant des situations authentiques afin que les apprenants puissent observer les signes non verbaux et les réutiliser correctement lors de contacts interculturels / Currently, the teaching of foreign languages generally aims to teach students to communicate. Referring to the communication to the expression of a vast universe of beliefs and behaviors that are expressed interactively and / or non-interactively, thanks to sensitive and / or intelligible systems. When these beliefs and behaviors, and their forms of expression, are shared by a group of people, we are facing the concept of culture. Thus, foreign students must acquire the essential skills that will enable them to communicate with people of another culture : they will then know, understand and, if possible, acquire all of the information characterizing this culture, that is their verbal and non-verbal activities, their beliefs and communication systems. Nonverbal communication is a vast field within the cultural system of communication, concerning all signs and linguistic signs systems that are used to communicate. The importance of the integration of signs and systems incorporating non-verbal communication in the curricula of FFL (French as a Foreign Language) is reported and included in the European Framework of Reference for Languages : learning, teaching, assessing (Council of Europe, 2001). In the chapter about the use of language, the CEFRL recommends taking into account the skills that students must acquire concerning the actions and gestures used with words (verbal and nonverbal communication), and the situations in which the students will have to implement these skills. Furthermore, it is stated that foreign language learners must be able to identify, recognize and understand the behaviors of paralinguistic, gestural, proxemics and facial expressions of the target language (Council of Europe, 2001: 72-73). The main objective of this study is to select non-verbal signs in the broadest sense for the application to the teaching and learning of the FFL for a Libyan public. In the classroom, these elements can be introduced using video documents representing authentic situations so that learners can observe non-verbal signs and re-use them correctly when intercultural contacts

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Made available in DSpace on 2017-07-10T18:55:34Z (GMT). No. of bitstreams: 1 simone_tomazetto.pdf: 1983509 bytes, checksum: e410c845c89b8a62db3da2e96364d3f2 (MD5) Previous issue date: 2012-12-12 / This paper aims to present considerations that may contribute to the shape linguistic and semantic function as discursive situation of interjections and phrases interjetivas, from the theoretical assumptions with main focus on studies Gonçalves (2002), Bakhtin (2000, 2002a, 2002b), Bakhtin / Voloshinov (2004) and Marcuschi (2007). The intention of this paper is to reflect and discuss the considerations of the use of interjections and phrases interjetivas acts as expressive, natural conversation, expressing your feelings through words and body language, featuring different senses of semantic and discursive. For data analysis, this research sought supports the theories of speech acts, based on theoretical and Austin (1962) and Searle (1981), in conversation analysis with theoretical support in Marcuschi (1991) and Dionysus (2011), and in the language of visual imagery, verbal and non-verbal of comic strips with methodological studies of Gumperz (1998) and Ramos (2010). The corpus chosen for this research consists in comic strips, selected the Folha de São Paulo in 1970 and 1990, in textbooks and electronic sites. This is a survey of the basic nature of the qualitative type that you want to analyze the form and function of interjections and phrases within interjetivas comic strips, observing the discursive and semantic factors. The analysis results show that, as of interjections and phrases can be interjetivas list the basic emotions of expressive acts and explain its flexibility from factors of pragmatic, and expressive acts that are not in the service of transmitting a information, but the service of a manifestation of an emotional state, observed in speech acts and conversation between characters when it materializes the image visual communication, verbal and nonverbal. Thus, it is expected that this research will bring a contribution for teachers of English, which can be used as a source of research, contributing to the construction of knowledge of teachers and students in the context of the classroom as a way of meaningful learning. / Este trabalho tem por objetivo apresentar considerações que podem contribuir com relação à forma linguística e à função semântica enquanto situação discursiva das interjeições e locuções interjetivas, a partir dos pressupostos teóricos com enfoque principal nos estudos de Gonçalves (2002); Bakhtin (2000, 2002a, 2002b), Bakhtin/Voloshinov (2004) e Marcuschi (2007). A intenção deste trabalho é refletir e discutir sobre as considerações do uso das interjeições e locuções interjetivas como atos expressivos, conversação natural, demonstrando seus sentimentos por meio de palavras e expressões corporais, caracterizando diferentes sentidos de ordem semântica e discursiva. Para análise dos dados, esta investigação buscou suportes nas teorias dos atos de fala, com base em teóricos como Austin (1962) e Searle (1981); na análise da conversação com suporte teórico em Marcuschi (1991) e Dionísio (2011); e na linguagem da imagem visual, verbal e não verbal das tiras em quadrinhos com os estudos metodológicos de Gumperz (1998) e Ramos (2010). O corpus escolhido para essa pesquisa é constituído nas tiras em quadrinhos, selecionadas do Jornal Folha de São Paulo dos anos de 1970 e 1990, em livros didáticos e em sites eletrônicos. Trata-se de uma pesquisa de natureza básica do tipo qualitativa que pretende analisar a forma e a função das interjeições e das locuções interjetivas dentro das tiras em quadrinhos, observando os fatores semânticos e discursivos. Os resultados da análise demonstram que, a partir das interjeições e locuções interjetivas podem-se elencar as emoções básicas dos atos expressivos e explicar sua flexibilidade a partir de fatores de ordem pragmáticos, e que os atos expressivos, não estão a serviço da transmissão de uma informação, e sim a serviço de uma exteriorização de um estado emocional, observados nos atos de fala e na conversação entre os personagens quando se materializa a comunicação de imagem visual, verbal e não verbal. Dessa forma, espera-se que esta pesquisa traga uma contribuição para professores de língua portuguesa, que poderá ser utilizada como fonte de pesquisa, contribuindo para a construção do conhecimento dos docentes e dos discentes no contexto da sala de aula como uma forma de aprendizagem significativa.

The thesis is dedicated to the specifics of Paralinguistics. In the research there discussed the features of paralinguistic devices in different types of mixed texts in English and Chinese, their impact on the verbal communication in both oral and written language. The structure of the work consists of two chapters: theoretical and practical. The theoretical part examines the theoretical background of the research, the basic concepts and essence of Paralinguistics, classification of paralinguistic devices, concept and essence of mixed texts and their variety. In the second chapter, on the basis of practical materials, there determined and analyzed, cases, the use of certain paralinguistic devices, their functions, interaction with the verbal component of the text and results. The main resultss of the thesis are presented and published in the scientific article "Non-verbal Communication in Business Relations with China" at the International Scientific and Practical Conference "Discovery Science Research" (Petrozavodsk, Russia, 2020). Awarded by Diploma I. / Данное магистерское диссертационное исследование посвящено специфике науки «паралингвистика». В ходе исследования рассматриваются особенности паралингвистических средств в разных типах смешанных текстов на английском и китайском языках, их влияние на вербальную сторону коммуникации как в устной, так и в письменной речи. Структура работы состоит из двух глав: теоретической и практической. В теоретической части рассматриваются теоретические предпосылки изучения, основные понятия и сущность паралингвистики, классификация паралингвистических средств, понятие и сущность смешанных текстов, и их разновидность. Во второй главе на основе практических материалов определяются и анализируются ситуации, применение тех или иных паралингвистических средств, их функции, взаимодействие с вербальной составляющей текста и результаты. Основные положения диссертационного исследования представлены и опубликованы в научной статье «Невербальная коммуникация в деловых отношениях с Китаем» на Международной научно-практической конференции «Discovery Science Research» (г. Петрозаводск, 2020 г.). Диплом I степени.

Dans cette thèse, j’étudie l’intransitivité scindée dans la famille linguistique arawak (Amérique du sud). L’analyse grammaticale du phénomène de l’intransitivité scindée s’appuie sur la prise en compte d’une part de ses motivations sémantico-pragmatiques, et d’autre part de ses réalisations morphosyntaxiques selon les catégories grammaticales, les changements de diathèse et les facteurs de TAM. En plus des marquages canoniques de l’agent et du patient d’un verbe transitif, les constructions impliquant des marquages non canoniques, comme celles engageant des verbes nominalisés ou un marquage différentiel, ont également été considérées.Cette étude non seulement révèle l’existence d’une grande diversité parmi les sous-types d’intransitivité scindée, mais propose les moyens de comprendre l’évolution diachronique de ces sous-types, avec laquelle ont pu interférer les effets du contact de langues. Les hypothèses avancées sur l’évolution historique des systèmes grammaticaux mettent à jour les voies où plusieurs langues ont pu s’engager vers des alignements à coloration accusative vs. ergative.Au travers de cette orientation, l’étude nous éclaire sur les différentes manières qu’a l’intransitivité scindée d’affecter l’alignement des actants, apportant ainsi sa contribution à la typologie des langues. / In this thesis I study in depth the split intransitivity in the Arawak family of languages of South America. The grammatical analysis of the split intransitivity phenomenon is based on both their semantico-pragmatical motivations and their morphosyntactical realizations according to grammatical categories, valence changes and TAM. Besides, I also take into account constructions involving other types such as nominalized verbs and differential marking.This study not only reveals the existence of a rich diversity of split intransitivity patterns within this family, but it also proposes paths to understand the diachrony of such patterns, involving shifts from ergative alignment to accusative alignment, for which the effects of language contact may have played an important role. In this connection, the study sheds light onto the ways split intransitivity has implication for alignment-type and it is thus of interest for language typology.