CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Este trabalho tem o objetivo geral de descrever os gÃneros multimodais animados (GEMUA), considerando seus aspectos enunciativos e sua natureza multimodal. A pesquisa caracteriza-se epistemologicamente como interpretativa, de base empÃrica e de carÃter indutivo no sentido lato do termo. Ã luz dos pressupostos de Bakhtin (2006, 2003, 2002) sobre a relaÃÃo sujeito e linguagem e gÃneros discursivos, dos estudos sobre multimodalidade de Kress & van Leeuwen (1996), Kress (2010) e das discussÃes teÃricas acerca dos elementos nÃo-linguÃsticos na comunicaÃÃo humana de Fiorillo e Torres (2003), Cestero (1999), Poyatos (1994), Davis (2009), Albaladejo (2007) e Marcushi (1986), esta pesquisa se concentra em buscar respostas para a seguinte problemÃtica: como se caracterizam os gÃneros multimodais animados? O estudo do corpus, gÃneros multimodais animados, mostrou que ele apresenta dois possÃveis caminhos de observaÃÃo: o eixo da composiÃÃo e o eixo do funcionamento. A tese concentra a anÃlise no eixo da composiÃÃo, cujos dados mostraram que os GEMUA precisam ser analisados partindo de aspectos (i) linguÃsticos, (ii) sonoros, (iii) proxÃmicos, (iv) cinÃsicos e (v) imagÃticos. A maneira encontrada para operacionalizar os parÃmetros de observaÃÃo foi elaborar um fichamento analÃtico e submeter cada uma das 150 amostras do corpus discretizando cada aspecto composicional. A anÃlise mostrou que os GEMUA sÃo gÃneros que apresentam composiÃÃo altamente dinÃmica e plÃstica, alÃm de indicar a rica potencialidade desses gÃneros em mÃltiplos contextos sÃcio-discursivos.

KEY WORDS Down syndrome, Language, Verbal Communication, Non-verbal Communication, Intellectual Disability, Bilingualism Homolková, Kamila (2021). Process of Verbal and Nonverbal Communication of a Child with Down Syndrome [dissertation thesis]. Charles University (Prague, Czech Republic), Faculty of Arts, Institute of Czech Language and Theory of Communication. ABSTRACT This dissertation thesis focuses on the process of development of verbal and nonverbal communication of a child with the Down syndrome. Its goal is to analyse, how language and speech are acquired in this atypically developing child, and on this base, supported by findings from previous published research, to describe the acquisition of all language levels - semantics, comprehension, pragmatics, and nonverbal means of communication. One part of this thesis is formed by an analysis of the bilingual (Czech and German) situation of the child. The main method employed is a longitudinal observation of early communication behaviour of the child (in the age from 24 to 48 months) and an analysis of video recordings; the parents' diaries are used as well.

Darbe nagrinėjamos psichologinių ir pedagoginių ugdymo(si) priemonių, socialinės aplinkos įtaka ir panaudojimo galimybės, ugdant Aspergerio sindromą turintį vaiką, bendrojo lavinimo įstaigose. / The paper analyzes the influence and usability of psychological and pedagogical education tools and the social environment educating a child with Asperger syndrome in the secondary schools.

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

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.