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No. of bitstreams: 1 denisepereirarebelloviglioni.pdf: 449797292 bytes, checksum: a96a29c5ad3e8f0c553fd192c2ea22bb (MD5) Previous issue date: 2018-04-06 / O desenvolvimento deste projeto considera o ensino do português nas escolas públicas brasileiras; o trabalho com a gramática normativa, que tem apresentado variações de perspectivas; a atuação de docentes, divididos entre ensinar ou não gramática, como ensinar e para que ensinar; as perspectivas de gramática apresentadas em livros didáticos, e as orientações oficiais acerca do ensino de Língua Portuguesa. Ao refletir sobre essas questões e problematizá-las sob o viés da análise linguística, esta pesquisa propõe alternativas de associar o ensino de gramática às práticas discursivas sociais. Tendo como locus investigativo turma de sexto ano do ensino fundamental II de escola pública e a sala de aula de Língua Portuguesa, este projeto associa o ensino de classes de palavras, especificamente o substantivo e o adjetivo, aos gêneros textuais conto e conto parodiado com exploração da capacidade de leitura, escuta e produção textual escrita e oral do aluno. O principal objetivo deste projeto, de caráter intervencionista na sala de aula, é, partindo do gênero conto e conto parodiado, explorar a função das categorias substantivo e adjetivo na construção textual, apresentando essas classes de palavras de forma contextualizada. Para isso, reflete-se sobre como elas atuam na construção das sequências narrativas e descritivas no conto e conto parodiado, considerando os critérios mórfico, semântico e funcional, e como atuam na oralidade, através da contação de histórias, sob o aspecto pragmático. Acredita-se que contextualizar a gramática no aprendizado da língua materna, apropriando-se de práticas de análise linguística com ênfase na reflexão e no uso, faça sentido para o estudante para além da escola, criando condição de participação eficiente e consciente do indivíduo nas práticas sociais de linguagem. Para tanto, esta dissertação fundamenta-se nas perspectivas de ensino de gramática abordadas por Antunes (2014) e Neves (2002, 2015); de análise linguística com Franchi (1991), Geraldi (1997, 2010, 2014), Mendonça (2006) e Bezerra e Reinaldo (2013); de análise do ensino de classes de palavras por Pinilla (2007), Perini (2001, 2006) e Bagno (2011); de gêneros textuais com Schneuwly & Dolz (2004); da metodologia da pesquisa-ação com Thiollent (2006), Desroche (2006), Morin (2004) e Elliott (1997) e de práticas de análise linguística em livros didáticos com Sigiliano & Silva (2017). A aplicação da intervenção, com princípios da sequência didática, e os dados de produções escritas e orais dos alunos revelaram avanços no tocante à apropriação do gênero conto e conto parodiado e do uso das classes de palavras substantivo e adjetivo para a construção de sequências narrativas e descritivas, confirmando a hipótese inicial de que o ensino da gramática contextualizada e reflexiva, percorrendo atividades linguísticas, epilinguísticas e metalinguísticas contribua para um aprendizado que proporcione ao aluno maior habilidade em suas práticas linguísticas escolares e não escolares. / The development of this project considers the teaching of Portuguese in Brazilian public schools; the work with normative grammar, which has presented a range of perspectives; the performance of teachers, divided on the issue of teaching grammar or not, how to teach and what to teach; the perspectives of grammar presented in didactic books, and the official guidelines on the teaching of Portuguese language. By reflecting on these issues and problematizing them under the bias of linguistic analysis, this research proposes alternatives to associate grammar teaching with social discursive practices. Having as the investigative locus sixth grade class of Elementary school of public school and the Portuguese language classroom, this project associates the teaching of word classes, specifically the noun and the adjective, to the textual genres short story and parody short story with regard to the reading, listening, writing and speaking skills of a leaner. The main goal of this interventionist project in the classroom is, starting from the genres tale and parody short story, to explore the function of the categories noun and adjective in the construction of the textual genre, presenting such word classes in a contextualized way. In order to achieve this, it is reflected on how they act in the construction of the narrative and descriptive sequences in the short story and the parody short story, considering the morphic, semantic and functional criteria, as well as how they act in orality, through storytelling, under the pragmatic aspect. It is believed that contextualizing grammar in the learning of the mother tongue, appropriating linguistic analysis practices with an emphasis on reflection and use, makes sense for the student beyond the school, creating a condition of efficient and conscious participation of the individual in the language social practices. Therefore, this research is based on the grammar teaching perspectives addressed by Antunes (2014) and Neves (2002, 2015); linguistic analysis by Franchi (1991), Geraldi (1997, 2010, 2014), Mendonça (2006) and Bezerra and Reinaldo (2013); analysis of word classes teaching by Pinilla (2007), Perini (2001, 2006) and Bagno (2011); textual genres by Schneuwly & Dolz (2004); action-research methodology by Thiollent (2006), Desroche (2006), Morin (2004) and Elliott (1997) and also linguistic analysis practices in textbooks by Sigiliano & Silva (2017). The application of the intervention, with principles of the didactic sequence, as well as the data of the written and oral production of the students revealed advances in regards to the appropriation of the genres short story and parody short story but also the use of the word classes noun and adjective for the construction of the narrative and descriptive sequences, confirming the initial hypothesis that the contextualized and reflective grammar teaching, through linguistic, epilinguistic and metalinguistic activities, may contribute to a learning process which is able to provide the students a greater ability to their school and non-school language practices.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-05-11T18:36:58Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tese_completa.pdf: 45819160 bytes, checksum: 1ef48b5339c55dc276980c4698544016 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-05-29T16:44:21Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tese_completa.pdf: 45819160 bytes, checksum: 1ef48b5339c55dc276980c4698544016 (MD5) / Made available in DSpace on 2017-05-29T16:44:21Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tese_completa.pdf: 45819160 bytes, checksum: 1ef48b5339c55dc276980c4698544016 (MD5) / 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

Le point de départ de cette thèse est la classe « P » (« verbes psychologiques ») du dictionnaire électronique Les Verbes français de J. Dubois et F. Dubois-Charlier, et porte plus précisément sur les verbes de sentiment. Les critères de cette classification n’étant pas toujours explicites, l’objectif est, dans un premier temps, d’en comprendre les paramètres syntactico sémantiques puis de l'affiner afin d'obtenir des classes plus petites, mais homogènes du point de vue du sentiment exprimé, et d’y intégrer les noms et / ou adjectifs morphologiquement apparentés aux verbes et partageant les mêmes propriétés syntactico-sémantique. Nos analyses, appuyées sur un corpus d’énoncés attestés, aboutissent à la caractérisation des prédicats de « nostalgie », de « regret »,de « dés)agrément » et d’« étonnement ». / The starting point of this work is “P” class (“verbes psychologiques”) of Les Verbes françaisof J. Dubois and F. Dubois-Charlier's electronic dictionary. It deals, more precisely, with feeling verbs.Because of the classification's criterions which are not that explicit, our main target is to try tounderstand their syntactic and semantic parameters, then to refine it in order to make small classes,but sharing in common the feeling expressed. Nouns and / or adjectives, morphologically connectedto verbs, and sharing the same syntactic and semantic properties, will be integrated to them. Ouranalysis, based on a large attested Corpus, lead to predicates characterization of “nostalgia”, “regret”,“annoyance” and “astonishment”.

4 ABSTRACT This thesis provides a description of the incipient grammaticalization of like between the end of the Old English period and the beginning of the Middle English period. During the examined time period, like was gradually losing the attributes that defined its categorial status as an adjective and began to function as the head of a prepositional phrase. Since the process of grammaticalization is inherently gradual, both the adjectival and the prepositional like were found to coexist as a result of the process of layering. Therefore, 10 parameters were established to determine which instances of like were more adjective-like and which were more preposition- like. The empirical part is based on the analysis of the 371 instances of the OE variants of like found in The York-Toronto-Helsinki Parsed Corpus of Old English Prose (YCOE) and the 232 instances of the ME variants of like found in The Penn-Helsinki Parsed Corpus of Middle English, second edition (PPCME2). The sample is examined from the morphological as well as the syntactic point of view. Compared to the YCOE corpus, the findings in the PPCME2 corpus revealed a more advanced stage of grammaticalization. While some of the changes are not specific to like and affected other adjectives as well (the loss of inflectional endings, the fixed...

The diploma thesis deals with the distinction of attributive and predicative adjectives in contemporary Czech. Although this distinction is very important for defining adjectives as a word class in many languages, there was only little attention paid to it in Czech so far. This thesis is based on the work of František Čermák Lexikon a sémantika (2010). It is strongly inspired by english tradition of linguistics, which is also a reason, why he introduces a new term predicative adjectives in Czech. The thesis is divided into two parts. The first part contains theoretical description of predicative and attributive function of adjectives. It is based on information contained in czech and foreign grammarbooks, handbooks or research papers. The goal is to summarize these separate information. The theoretical part deals with the basic characteristic of both types of adjectives, it focuses also on description of their semantics, word form and valency, which depends on it. This part contains definitions of some questionable points or inaccuracies of these descriptions too. The second part of this thesis is given to corpus research. The questionable points or inaccuracies of the descriptions defined in the first part of this thesis are examined on the material of Czech national corpus, concretely the corpus SYN2010....

The Abstract The name of the dissertation: The position of adjectives in Spanish and French - increasing tendency The keywords: adjective, Spanish, French, a position of adjectives, anteposition, postposition, increasing tendency. The dissertation named The position of adjectives in Spanish and French French - increasing tendency deals with issues of position of adjectives in French and Spanish language. The main topic of this dissertation is tendency to anteposition for these two languages. It's split to several parts which are separated by themes. At the beginning, we are focusing on adjectives in general and to its basic properties as a part of speech. After, we will get to know an adjective from semantic and syntactic aspect, which is underlying exactly for the position of adjective. In the end of the theoretical part we will also focus on increasing tendency in this area. The practical part will be about corpus and questionnaire research which is intended for native speakers. The aim of this dissertation is confirm or disprove a hypothesis of common tendency to anteposition for French and Spanish adjectives.

La première partie, « analyse morphologique, linguistique et stylistique de l’adjectif composé anglais » permet de faire un point sur ce que dit la littérature existante à propos de la manière dont la forme qui nous intéresse est construite. Nous interrogeons la manière dont le processus compositionnel donne naissance aux mots composés, avant de nous concentrer sur l’adjectif composé. Nous faisons une distinction entre composition et affixation ; puis nous établissons une liste des caractéristiques adjectivales de l’adjectif composé anglais. Le deuxième volet de ce premier mouvement est le lieu d’une étape importante de notre étude : la mise en place d’une typologie de l’adjectif composé anglais, construite à partir d’un relevé effectué dans huit œuvres du monde anglophone. Nous déterminons quels sont les cinq formats majeurs que l’adjectif composé adopte : nous mettons en place une analyse des relations syntaxiques et sémantiques au coeur des cinq formats qui dominent notre typologie, puis analysons l’apport stylistique de ces formes adjectivales composées aux oeuvres de notre corpus littéraire.La deuxième partie, « analyse prosodique de l’adjectif composé anglais », fait un état des lieux de la question de l’accentuation des adjectifs composés en lien, comme nous l’avons fait dans la première partie, avec ce qui est établi autour des autres mots composés, notamment les noms composés. L’aspect expérimental de cette deuxième partie prend la forme d’une étude phonologique de l’adjectif composé anglais en contexte théâtral. / The first part consists in a morphologic, linguistic and stylistic study of the English compound adjective. We draw a summary of what the existing literature has said over the years about the adjectival compound form, which allows us to question the morphology of the compound process and the way this phenomenon produces new items of language by associating two or more existing words. We interrogate the possibility of links between the different compound words, notably the connections between the English compound noun and the English compound adjective. This first part also draws boundaries between different processes of morphology; once the compounding process and the compound adjective are defined, we draw a list of the adjectival characteristics of the compound adjective. After having studied the theories surrounding the English compound adjective, we set a typology of the form. This typology is built using the 1,521 instances found in 8 pieces of literature. We then focus our attention on the five most common syntactic formats found in our corpus: each of them is analyzed syntactically and semantically, then stylistically by examining how the authors of our corpus make use of the English compound adjective. The second part of the dissertation proposes to study the English compound adjective and its accentuation. We investigate what has been said in the existing literature about the accentuation of compound forms, notably on the accentuation of compounds versus phrases and on compound nouns.

The attrition rate of enlistees in basic combat training is of particular concern to all Branches of the military due to the high cost associated with recruiting and training a new enlistee. Each year the military loses hundreds of millions of dollars invested in enlistees whom never make it to their first duty station. Investigators have extensively examined the impact of physiological injuries on the rate of enlistee discharge from basic combat training. Also, investigators have reported that alcoholism, adjustment disorders, mood disorders, and personality disorders were among the leading hospital discharge diagnostic categories for enlistees during the 1990s; especially, within the first six-months of service. Additionally, investigators have reported that the transition process from civilian to military in basic combat training tends to be very stressful and anxiety provoking for enlistees. However, little data has been gathered to assess the relationship of enlistees' physiological and perceived stress levels and their attrition rate. A study was conducted of 155 soldiers during their nine-week basic combat training at Fort Jackson, South Carolina. Salivary amylase testing was used as an objective measure of physiological stress, and the Multiple Affects Adjective CheckList Revised (MACCL-R) was use as a subjective measure of perceived stress. It was hypothesized that enlistees with higher levels of stress would also have a higher level of depression and hostility resulting in performance degradation. The results of linear regression analyses and multivariate pairwise correlation showed a statistically significant positive relationship among perceived stress, hostility and depression levels. Additionally, the analyses showed that for the soldiers participating in this study, coping style moderated their perceived stress experience. Those participants who were able to modify their coping mechanism to meet the physically and mentally demanding challenges of basic combat training tended to be more confident in successfully completing training. Moreover, they were less likely to receive disciplinary action. The military training command has requested follow up studies to expand upon this current study to encompass the various training cycles over a one-year time period. / Ph. D.

This diploma thesis researchs the collocability of the german adjectives and gives some suggestions for the presentation of the collocability in the microstructure of the adjectival entries in the German-Czech translatory dictionary. The diploma thesis is a secondary product of the project of The Large German-Czech Academic Dictionary which has been realized in the Institute for German studies of the Phaculty of Arts of Charles University in Prague since 2000. The lexicographs use the methods of the corpus linguistics, especially a combination of the concepts corpus-based and corpus-driven. Analogous methods were used in this diploma thesis. By means of the Cooccurrence Data Bank (CCDB) of the Institute for the German language in Mannheim the most frequent cooccurrence partners of an adjectiv were found, concrete dictionary examples were found out in the corpus DeReKo of the IDS Mannheim using COSMAS II or on the Internet using the search engine Google. The dates were saved in a special numerical chart of a data bank which is structured on the basis of word classes. The diploma thesis comes to the conclusion that each adjectival entry can be carried out in more ways depending on the preferred criterion which can be frequency based, syntactical, semantical or didactical. In the practical part of the...

[pt] Este trabalho tem por objetivo prover um critério operacional para caracterizar substantivos em combinações de substantivo seguido de adjetivo, em que o substantivo apresenta situação análoga à dos chamados verbos leves ou verbos-suporte, largamente estudados em Lingüística e Processamento de Linguagem Natural nos últimos anos. O trabalho se situa na confluência entre estudos lingüísticos, lexicográficos e computacionais e pretende explorar a potencialidade da análise automática de corpora e instrumentos quantitativos em busca de uma maior objetividade na fundamentação de conceitos que norteiam a atividade de análise lingüística. O desenvolvimento da pesquisa alia a pesquisa em corpus ao dicionário tradicional para realizar o levantamento das principais propriedades das combinações S - Adj, particularizado para o caso de ocorrência de adjetivos denominais. A partir das informações lexicográficas e contextuais demonstra-se a existência de um conjunto de substantivos que participam das construções estudadas de maneira semelhante aos verbos- suporte em combinações V - SN. Um método automático de reconhecimento dos substantivos-suporte em textos é elaborado, com o objetivo de fornecer aos estudiosos um instrumento capaz de produzir evidências convincentes, dada a insuficiência de julgamentos intuitivos para justificar a delimitação de expressões de aparente irregularidade. / [en] The main goal of this work is to provide operational criteria for characterizing nouns in Noun - Adjective combinations, in which the noun occurs in an analogous way to so called light verbs or support verbs, widely studied in recent years in both Linguistics and Natural Language Processing. In the work, linguistic, lexicographic and computational studies converge in order to explore the potential for automatic analysis of corpora, whose aim is to provide quantitative tools and methods which would lead to a more objective way of establishing concepts which underlie linguistic analysis. The work unites corpus-based research with traditional lexicography in order to elicit the main properties of the N-Adj combinations occurring with denominal adjectives. The lexicographic and contextual data reveal the existence of a set of nouns that occur in the studied constructions in a way similar to light verbs in V-Noun phrasal combinations. An automatic method for recognizing support nouns in texts is developed, which will provide language specialists with an instrument capable of bringing solid evidence to add to intuitive judgments in the task of justifying the delimitation of expressions that are apparently irregular