Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-02-28T11:50:58Z No. of bitstreams: 1 gisellameneguelli.pdf: 46488306 bytes, checksum: d447ba77c3a1d24ea7e4bca99eda808a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-03-01T15:22:08Z (GMT) No. of bitstreams: 1 gisellameneguelli.pdf: 46488306 bytes, checksum: d447ba77c3a1d24ea7e4bca99eda808a (MD5) / Made available in DSpace on 2018-03-01T15:22:08Z (GMT). No. of bitstreams: 1 gisellameneguelli.pdf: 46488306 bytes, checksum: d447ba77c3a1d24ea7e4bca99eda808a (MD5) Previous issue date: 2017-03-16 / PROQUALI (UFJF) / Com o aporte teórico da Teoria Semiolinguística de Análise do Discurso, analisamos a adjetivação como estratégia discursiva para a criação de imagens para a presidenta do Brasil, Dilma Rousseff, pela revista Veja (online). Nossa análise se desenvolve em dois marcos situacionais: o período que antecede a eleição presidencial de 2014 e o período posterior a esse evento político. O estudo dos adjetivos no corpus desta pesquisa mostra como as escolhas lexicais podem ser usadas ideologicamente, quando extraídas do sentido de língua e submetidas ao sentido de discurso, pelos veículos de comunicação na criação de imagens estereotipadas. Ao construir uma imagem sobre o sujeito objeto de seu discurso, Veja cria para si, também, uma imagem de enunciador, a qual buscamos revelar durante esta investigação. / With the theoretical basis of the theory semiolinguistics of discourse analysis, we analyze the adjective as a discursive strategy for creating images to the president of Brazil, Dilma Rousseff, by magazine Veja (online). Our analysis is developed on two situational landmarks: the period before the presidential election of 2014 and the period subsequent to this political event. The study of adjectives in the corpus of this research shows how lexical choices can be used ideologically, when extracted from the sense of language and subject to the direction of discourse by the media in the creating stereotypical images. When building an image of the subject object of its discourse, Veja creates for itself also a image of enunciador, which we seek to reveal during this investigation.

Este trabalho tem o objetivo de estudar a construção do texto descritivo literário, considerando, em especial, o papel do adjetivo e o seu funcionamento dentro desse modo de organização textual. Neste sentido, a presente pesquisa se inscreve no conjunto de reflexões em torno do aspecto linguístico e do literário. Tendo como base o texto descritivo, não se trata de estudar o discurso literário aplicando noções linguísticas, mas de refletir sobre o processo da escritura literária como linguagem que explora os recursos da língua. A perspectiva que permeia este estudo tem por ambição repensar a prática pedagógica em aulas de língua estrangeira, em específico o francês. Partindo de uma contextualização não exaustiva do texto descritivo literário, desde a tradição a movimentos literários, a pesquisa visa ao exame dos limites do texto descritivo, considerando, sobretudo, sua relação com o modo narrativo. O trabalho interroga sobre a possibilidade de se estabelecer fronteiras entre os dois modos e sobre a existência de parâmetros linguísticos, discursivos e estéticos que permitem determinálos: Afora os procedimentos que configuram o ato de descrever, como devem ser tratadas as questões tidas como decisivas nesse processo, como a subjetividade, os efeitos de realidade e de ficção? A hipótese que norteia a pesquisa é a de que, inicialmente, existe um conjunto de marcas linguísticas, a exemplo do adjetivo, que, combinadas, constituem o modo descritivo e permitem sua caracterização. Assim, no primeiro capítulo, além de leituras críticas de textos que versam sobre a temática em questão, desenvolvem-se ainda alguns conceitos que estão ligados intrinsecamente à construção do texto descritivo, entre eles a isotopia e a focalização. A fim de observar a elaboração de uma sequência descritiva e o funcionamento do adjetivo como parte desse processo, o segundo capítulo propõe a análise de um corpus, constituído pelos contos Le curé de Cucugnan, de Alphonse Daudet, e La montagne du dieu vivant, de Jean-Marie Gustave Le Clézio, e pela novela La maison du chat-qui-pelote, de Honoré de Balzac. Na análise da sequência, observa-se o processo que envolve a construção e a encenação descritiva no corpus. Quanto à análise do adjetivo, examina-se o processo de adjetivação como forma de exposição da subjetividade. O terceiro capítulo se apoia em uma perspectiva pedagógica que discute a importância da didática no ensino-aprendizagem de língua e de literatura estrangeira e apresenta exercícios que visam à leitura e à produção de textos de natureza descritiva. Os resultados apontados no trabalho possibilitam por meio da análise do corpus uma reflexão mais particularizada de aspectos relacionados à descrição literária e ao papel do adjetivo nesse contexto. Especialmente em relação à construção de uma sequência descritiva, observam-se questões que, aparentemente, são consideradas menos importantes, mas que, ao contrário, exigem certo domínio de propriedades linguísticodiscursivas que contribuem para a elaboração desse tipo de sequência, como, por exemplo a fronteira entre o descritivo e o narrativo. Além disso, o trabalho permite ainda a elaboração de uma proposta de exercícios, a título de exemplo prático. / The aim of this work is to study the construction of the descriptive literary text, particularly considering the role of the adjective and its operation within this textual organization mode. In this sense, the present research is inserted in reflections around the linguistic and literary aspects. Based on the descriptive text, it is not the aim here to study the literary discourse applying linguistic notions, it is the intend to reflect upon the literary writing as language which explores the resources of the language. The perspective that permeates this study aims at rethink the pedagogical practice in foreign language lessons, more specifically in French language. Departing from a non exhaustive contextualization of the descriptive literary text, from tradition to literary movements, the research aims at examining the limits of the descriptive text, considering its relation with the narrative mode. The work questions about the possibility of establishing boundaries between the two modes, and about the existence of linguistic, discursive and esthetic parameters which permit to determine them. Aside from the proceedings that configure the act of writing, how should be treated the decisive questions in this process, like the subjectivity, the reality and the fiction effects? The hypothesis here is that, initially, there exist a group of linguistic marks (see the adjective as example), that, in combination, constitute the descriptive mode and permit its characterization. Thus, in the first chapter, besides the readings upon the theme, it also elaborates on some concepts which are intrinsically linked to the construction of the descriptive text, among them are the isotopy and the focalization. Aiming at observing a descriptive sequence, and the operation of the adjective as part of this process, the second chapter proposes the analyses of a corpus, constituted by the tales of Le curé de Cucugnan, by Alphonse Daudet, and La montagne du dieu vivant, by Jean-Marie Gustave Le Clézio, and by the romance La maison du chat qui pelote, by Honoré de Balzac. In the analyses of the sequence, it is observed the process that involves the construction and the descriptive staging in the corpus. Concerning to the analysis of the adjective, it is examined the adjectival process as a form of the exposition of the subjectivity. The third chapter is based on pedagogical perspective which discusses the importance of the didactic in the teaching-learning of foreign language and literature, and presents exercises that aims at the reading and production of descriptive texts. The results from the research make feasible a more peculiar reflection of the aspects related to the literary description, as well as the role of the adjectives in this context. Concerning to the construction of a descriptive sequence, it is possible to observe issues that, at first sight, are considered of less importance, but that actually demand a domain of linguistic-discursive properties that contribute to the elaboration of this kind of sequence, the boundary between the descriptive and the narrative for instance. Besides that, the work still allows the elaboration of exercises in a more practical way.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-02-22T11:54:05Z No. of bitstreams: 1 cristianopereiradealmeida.pdf: 1470118 bytes, checksum: 522a21d105ff4f78a62d83e79c30931c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-22T14:52:08Z (GMT) No. of bitstreams: 1 cristianopereiradealmeida.pdf: 1470118 bytes, checksum: 522a21d105ff4f78a62d83e79c30931c (MD5) / Made available in DSpace on 2017-02-22T14:52:08Z (GMT). No. of bitstreams: 1 cristianopereiradealmeida.pdf: 1470118 bytes, checksum: 522a21d105ff4f78a62d83e79c30931c (MD5) Previous issue date: 2007-08-29 / Esta dissertação diz respeito ao processo de identificação dos elementos das categorias lexicais Nome e Adjetivo no Português do Brasil, buscando dar conta de especificidades do PB, como a variação possível de ordem dos elementos constituintes do DP complexo e a ausência de marcas morfofonológicas que distingam adjetivos de nomes A hipótese de trabalho assumida é a de que, em um primeiro momento da aquisição da linguagem, a informação estrutural disponibilizada pela ordem preferencial de ocorrência destes elementos no PB atua como uma pista robusta da qual a criança faz uso. A abordagem teórica adotada busca conciliar um modelo de língua que trate do fenômeno de aquisição (Programa Minimalista: Chomsky, 1995), com modelos de processamento voltados para a aquisição da linguagem (modelos de bootstrapping). Foram desenvolvidas atividades experimentais cujos resultados apontam para a importância da informação estrutural, em um primeiro momento, e da informação semântica em etapas posteriores do processo de identificação de nomes e adjetivos. / This dissertation aims at the identification process of elements in the lexical categories of Name and Adjectives in Brazilian Portuguese trying to treat the specificities of the BP such as the possible variation of the complex DP constituent elements order and the absence of morphophonological marks that distinguish adjectives and names. The working hypothesis assumed is that in a first moment of the language acquisition the structural information made available by the preferential order of occurrence of that elements in BP acts as a powerful clue of which the child makes use of. The theoretical approach adopted tries to conciliate a language model that treats the phenomenon of acquisition (Minimalist Program: Chomsky, 1995) and processing models for the language acquisition (bootstrapping models). Experimental activities were developed and the results point to the importance of the structural information in a first moment and the semantic information in posterior stages of the identification process of names and adjectives.

There are mainly two ways of comparing adjectives in English: the analytic and the synthetic. The analytic way is to use more and most (for example difficult, more difficult, most difficult). The synthetic, or inflectional, way is to add the endings –er and –est (for instance fast, faster, fastest). During the last twelve centuries the way of forming comparisons in English has evolved from predominately synthetic to the point where both inflections and analytic forms are used. Today many adjectives are almost always compared either synthetically or analytically (e.g. fast and difficult respectively), but sometimes we have two alternatives; for example, we can choose between more polite and politer. The author has three aims with this paper: firstly, to examine how adjectives in English are compared today; secondly, to determine how well the descriptions in modern grammars agree with authentic written English; thirdly, to see whether there have been any recent changes in the way of indicating comparison. This is a quantitative study. A corpus investigation was undertaken: some one hundred common adjectives in two British newspapers, The Guardian and The Observer, from 1990–91 and 2005 that vary in their way of expressing comparison were studied. The results were compared with six grammars from the last five decades. After the data collection, the chi square test was applied, showing how statistically significant the changes between 1990–91 and 2005 are. Judging from the data in this study, the synthetic comparison seems to be becoming less common. The author also concludes that the comparison of adjectives in contemporary British English varies considerably.

Orientador: Sonia Maria Lazzarini Cyrino / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-26T19:24:28Z (GMT). No. of bitstreams: 1 Prim_CristinadeSouza_D.pdf: 1135362 bytes, checksum: 6e65e87a4ffa2b0dcf7a6ddeafb1314f (MD5) Previous issue date: 2015 / Resumo: Buscamos com esta tese trazer uma nova forma de analisar a sintaxe e a semântica dos adjetivos que ocorrem dentro dos NP/DPs do Português Brasileiro. De forma geral, a literatura oferece uma explicação baseada na correlação posição-interpretação do adjetivo, o que mostrou não dar conta de uma série de dados. Neste trabalho, defendemos que os adjetivos são gerados à direita do nome, em adjunção, com exceção dos exclusivamente pré-nominais, e que são os adjetivos, e não os nomes, que se movem para uma posição mais alta que o nome. A motivação do movimento parte do determinante, que, a depender de seus traços, oferece ambiente para hospedagem do adjetivo qualificativo movido. No caso dos DPs referenciais, o determinante que é específico projeta uma categoria TopP, capaz de receber o adjetivo, também específico. Caso o determinante não seja específico, não há projeção que possa receber o adjetivo qualificativo, pois TopP não é projetado nestes casos, e por isso, o adjetivo não pode se mover. Também argumentamos que no caso dos DPs quantificacionais, o adjetivo poderá se mover para uma projeção focal. Assim, mostramos que a comparação entre o movimento do adjetivo com a periferia esquerda da sentença dá conta de resolver os problemas que as propostas anteriores apresentavam, além de também oferecer explicação para o que a literatura já havia alcançado. A proposta é econômica, na medida que somente uma classe de adjetivos se move, e os demais movimentos que possam ocorrer são independentes da leitura e dos requisitos do adjetivo / Abstract: This dissertation aims to bring a new way of analyzing the syntax and the semantics of adjectives in the NP/DPs of Brazilian Portuguese. Generally the literature gives an explanation based on the correlation position-interpretation of the adjective, but it cannot solve many cases. In this work we defend that adjectives, except those exclusively prenominal, are generated, in addition, on the right side of the noun, and that adjectives, instead of nouns, move to a higher position. The determiner motivates this movement and, depending on its features, offers an ambience to host the qualifying adjective. In the case of referential DPs, the specific determiner projects a TopP category that becomes able to receive the adjective, which is also specific. If the determiner is not specific, there is not a projection able to receive the qualifying adjective because, in this case, there is not a projected TopP and then the adjective cannot be moved. We also discuss that adjectives can be moved to a focal projection in quantificational DPs cases. In this way, we show that the comparison between the movement of the adjective and the left periphery of the sentence can solve the problems presented in other analysis, besides offering an explanation to what literature had already achieved. Our proposal is economic since only one class of adjectives is moved and the other movements are independent from the readings and the requirements of adjectives / Doutorado / Linguistica / Doutora em Linguística

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22857号 / 人博第965号 / 新制||人||229(附属図書館) / 2020||人博||965(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 谷口 一美, 教授 藤田 耕司, 准教授 守田 貴弘, 教授 山梨 正明 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

In the definite form an adjective in Swedish can end in either -a or -e, with the e-form being used in writing especially with masculine reference together with nouns of the n-gender. For a long time, however, there has been some variation in usage, so that the e-form is sometimes also employed with female reference or together with nouns of t-gender. Widmark shows in a study from 1992 that there is uncertainty among Swedish speakers about how the forms should be used. The aim of the present study is to investigate the extent to which speakers accept different uses in writing of the e-form of the adjective in the definite singular form, and to see whether the sociolinguistic vari­ables age, sex, dialect, education and familiarity with writing are of any significance in this. Another aim is to conduct a comparison with Widmark’s study to see whether there has been any change in usage in the last few decades. The study proceeds from sociolinguistic theory of linguistic variation and changes and uses a quantitative method. In a questionnaire the respondents were asked to judge a number of examples with the e-form of the adjective in different linguistic contexts. The number of respondents was 181; they constitute a convenience sample. To find material for the examples in the questionnaire, a corpus study was undertaken first. The result shows that acceptance of expressions that do not follow the norms of written language is in most cases low. A majority of the respondents think that the e-form should be used primarily with masculine or general reference. Younger respondents are more uncertain about usage, while older respondents follow the written standard to a higher extent. Women take a more negative view of non-standard uses; on the other hand, more men than women are positive towards examples where the e-form is used according to the norm. Dialect is significant in that respondents from parts of Sweden where final ‑a has become ‑e are more willing to accept non-standard uses. Respondents with a university education reply to a higher extent in accordance with the written norm. The result found no difference in usage compared with Widmark’s study.

No description available.

The purpose of this experimental study is to examine the effects of recasts on narrowing overgeneralized grammar in the second language (L2). The study involved testing three major hypotheses of the mechanisms underlying recasts: the direct contrast hypothesis (Saxton, 1997, 2000), the additional input hypothesis (Gass, 1997; Gass & Mackey, 2007; Long, 1996, 2007), and the enhanced salience hypothesis (Leeman, 2003). Two structures (adjective ordering and indirect passives) were selected for this study, mainly because it was assumed that Japanese learners of English might produce overgeneralized rules that allow incorrect structures because of their first language (L1) influence. The participants were 97 Japanese university students learning English as a foreign language in Japan. They were randomly assigned to four treatment groups: recast (the REC Group), non-contingent positive evidence (the POS Group), recast plus additional input (the REC+ Group), and input with enhanced salience (the SAL Group). A pretest, posttest, and delayed-posttest design were employed. The measurement instruments were an oral production task, elicited imitation task, and untimed grammaticality judgment task, each of which was designed to elicit participants’ implicit and explicit knowledge about adjective ordering and indirect passives. Thus, the independent variable was the treatment conditions, and the dependent variable were the test scores regarding ungrammaticality of the overgeneralized rules of the target structures. After data screening, the data from 75 of the 97 participants were analyzed for adjective ordering, and the data from 90 participants were analyzed for indirect passives. The results showed that the POS Group did not improve on all the measures for adjective ordering and indirect passives; thus, it was suggested that positive evidence was not sufficient for the participants to narrow overgeneralized rules for the target structures. The findings indicated that for adjective ordering, medium effect sizes for the comparison of the POS and REC Groups were obtained on the grammaticality judgment tests for the pretest-posttest and pretest-delayed posttest comparisons. Thus, based on these effect sizes, the direct contrast hypothesis was partially supported (i.e., for one of the two structures and one measure of the three tests). Furthermore, on the basis of the results that the REC and REC+ Groups did not differ significantly on any measure and that on the adjective-ordering grammaticality judgment tests, the comparison between the REC+ Group and the POS Group obtained a medium effect size for the pretest-delayed posttest comparison, the provision of recasts in the REC and REC+ Groups was effective at least for the adjective-ordering grammaticality judgment tests; however, additional input alone did not have an impact on L2 learners’ retreat from the overgeneralized rules. Finally, the results showed that the POS and SAL Groups did not differ significantly and that there existed a difference in the performance on the adjective-ordering grammaticality judgment tests between the REC Group and the SAL Groups. Salience might not be effective in helping L2 learners retreat from overgeneralized rules, and the enhanced salience hypothesis can be interpreted as being limited to learning some linguistic structures. In conclusion, the present study provides empirical evidence that L2 learners can persist in using incorrect overgeneralized rules due to L1 rules and that ten tokens of the target structures are not effective for L2 learners to retreat from the overgeneralized rules. Furthermore, the findings lend support to the direct contrast hypothesis as a mechanism underlying recasts for one of the two target structures. / Teaching & Learning

吳茂源. / 論文(哲學博士)--香港中文大學, 2004. / 參考文獻 (p. 318-336). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Wu Maoyuan. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 318-336).