Philosophiae Doctor - PhD / English is the official language in Zambia and a compulsory subject from grade 1 to the final year of secondary education. Communicative competence in English is therefore critical to mobility in education and is also central to one’s job opportunities in the country. This implies that the teaching of English in schools is of paramount importance. Eclecticism is the recommended approach to teaching of English in Zambian secondary schools. However, no study had been done in Zambia on eclecticism in general, and on teachers’ understanding and application of the eclectic approach to English grammar teaching in particular. Hence, this study was a critical reflection on Eclecticism in the teaching of English language grammar to Grade 11 learners in selected secondary schools in Zambia. The aim of the study was to establish how Eclecticism in English language teaching was understood and applied by Zambian teachers of English. The study employed a mixed research study design employing both quantitative and qualitative approaches. In this regard, questionnaires, classroom observations, interviews (one-on-one and focus groups) and document analysis were the main data sources. Purposeful sampling was used to delineate the primary population and to come up with teachers and lecturers. In total, 90 teachers and 18 lecturers participated in this study. The documentary analysis involved documents such as the senior secondary school English language syllabus and Teacher training institutions’ English teaching methods course outlines. These documents were analysed to establish to what extent they supported or inhibited Eclecticism as an approach to English language teaching. Data was analysed using qualitative data analysis techniques looking for naturally occurring units and reducing them to natural meaning units to check for regular patterns of themes. Data from quantitative questionnaires were analysed using the statistical package for social sciences (SPSS) to generate frequencies and percentages. The documents provided information on the efficacy of using Eclecticism as an approach to English language teaching in the multilingual contexts of Zambia. Theoretically, the study drew on Bernstein’s Code Theory and Pedagogic Discourse with its notion of Recontextualisation. The Code theory was used to examine power relations in education while recontextualisation was used to explore the transfer of knowledge from one site to another. The study also used the constructivist theory which views teachers and learners as co-participants in the process of teaching and learning and treats learners’ backgrounds as crucial to effective teaching. Considering recent developments in technology, the study also explored the extent of the use of multimodal tools in the teaching of English grammar, and the contestations around the ‘grammars’ arising from the dialogicality between the so-called ‘British English Grammar’ and home grown Zambian English grammar. The idea here was to explore how English was taught in the context of other English varieties and Zambian languages present in Zambian secondary school classrooms. The findings showed that while course outlines from teacher training institutions and the senior secondary school English language syllabus showed that teacher training was aimed at producing an eclectic teacher, teacher training was facing a lot of challenges such as inadequate peer teaching, short teaching practice and poor quality of student teachers. These were found to negatively affect the effective training of teachers into eclecticism. Further, while some teachers demonstrated understanding of the eclectic approach and held positive attitudes, others did not leading to poor application and sometimes non application of the approach. In terms of classroom application, of the five teachers whose lessons have been presented in this thesis, four of them used the eclectic approach while one did not, implying that while the policy was accepted by some, others contested it. In addition, teachers stated that grammar meant language rules and they further stated that they taught formal ‘Standard’ English while holding negative attitudes towards Zambian languages and other varieties of English. The study observed that teachers held monolingual ideologies in which they used English exclusively during classroom interaction. Finally, teachers reported that they faced a number of challenges when using the eclectic approach such as limited time, lack of teaching materials and poor low English proficiency among some learners leading to limited to non use of communicative activities in the classroom. The study concludes that while the eclectic approach is practicable in Zambia, a lot has be to done especially in teacher training in order to equip teachers with necessary knowledge and skills to use the eclectic approach. Among other recommendations, the study recommends that there is need for teacher training institutions to improve the quality of teacher training and ensure that student teachers acquire skills of resemiotisation, semiotic remediation and translanguaging as a pedagogical practice. The study also recommends refresher courses to already serving teachers to acquaint them with how the eclectic approach can be recontextualised in different teaching contexts. The study contributes to the body of knowledge in the theoretical and practical understanding of the eclectic approach and how it is used in the Zambian context. The study also adds to literature on the eclectic approach. In addition, the findings act as a diagnostic tool among government education officials, teacher educators and teachers of English in Zambia in particular as they can now see where things are done right and where improvement is needed. Other countries where English is taught as a second language can also learn from the Zambian situation as they search for better ways of training eclectic teachers of English and how to teach English in their own respective contexts.

Philosophiae Doctor - PhD / In this thesis I investigate the reconstruction of the life history of Sandra Laing and the recreation of the apartheid context by analyzing two artefacts. These main artefact for investigation is the movie Skin, by Anthony Fabian which is based on the book "When She Was White: A Family Divided By Race" by Judith Stone, which is the second artefact for investigation. The latter artefact is based on the life of Sandra Laing. Sandra Laing was born to white parents in the apartheid era, but she did not ascribe to the physical description of a person who was classified 'white' in accordance with legal and social framing thereof in apartheid South Africa. This posed many legal, social and political difficulties for her family. I was particularly interested in the composition of information sources and how semiotic resources are re-enacted, reused and repurposed in the movie ‘Skin.’ The study is more theoretical than applied in that it seeks to answer the question posed by Prior and Grusin (2010: 1): "How do we understand semiotics/multimodality theoretically and investigate it methodologically?" In the study I develop Prior and Grusin’s (2010) thesis by working with notion of semiotic remediation as a focus on semioticity helps me to focus on the signs across modes, media, channels and genres. Therefore, the book on Sandra Laing and the movie are used as databases from which to extract semiotic resources in the exploration and extension of multimodality theory through multisemiotic analysis using semiotic remediation as 'repurposing' in particular. In the process, the notion of semiotic remediation becomes the tool for extending theory of multimodality, by demonstrating the repurposing of semiotic material from the book, such as apartheid artefacts, racialised discourses, dressing, racialised bodies and bible verses, for example, into the recreation of apartheid in the movie 'Skin.' I employed a multisemiotic discourse analysis to analyse the data, which is multimodal, and because I was interested in the complexity of the meaning making process involving multiple modes of representation. This framework was useful in analyzing the complex interaction between the various modes for meaning making. I used resemiotisation and remediation as conceptual tools to trace the translation of events across artefacts and how the material and generic traces are reframed and repurposed within its new contexts for new meanings in the movie 'Skin'. This study makes important contributions to research on the race debate in South Africa in particular. Although apartheid laws have been repealed and new democratic order is in place, the issue of race has flared in the media and South African society generally. The recurrent debates on lack of transformation in former whites only universities, the #FeeMustFall Movement and recent debates in parliament about revisiting the land redistribution issue all have racial undertones – the continued disempowerment of the non-white South Africans. The focus on the recapturing of the complexities surrounding the race debates and the implications of the racialised society, particularly how they are conceptualized and rematerialized within the semiotic limitations of book and a film contributes to a novel understanding of the making and lifestyles of inequality in apartheid South Africa. From a theoretical and analytical perspective, the study feeds on and extends the notion of multimodality to multisemioticity using the extension, semiotic remediation, not in the ordinary sense of mediating a new, but on the notion of the reframing and particularly repurposing of a particular social, political, cultural and historical semiotic material in new contexts in the recreated new worlds in the film and book. In this regard, the study provides interesting insights into the remediated reconstructions of race and racial inequalities, and the remodeling of artefacts and semiosis that are used in this reformation of the apartheid material cultures and contexts. In analysing the remaking of the apartheid culture in the film and the book, I theorefore make a unique contribution in identifying the semiotic materials that are indicative of the flawed nature of biological arguments for racial classification and race-based social structuring. I discuss the implications of this by analysing the remediation of the body as a racial scape, and the apartheid material culture as providing the semiotic landscape on which meanings are produced and consumed. The study thus contributes to research on recent developments in multimodality through its extension of semiotic remediation, which is designed to uncover the intricate interaction between semiotic resources in various media as well as their translation and repurposing across artefacts. In this regard, the study adds to extending the theoretical framing of multimodality thus: resemiotization accounts for the circulations of texts from mode to mode or one context to another, while semiotic remediation accounts for the repurposing of semiotic resources for different purposes and for their multiple meaning potentials. / National Research Foundation

Objective: To examine the discourses used by trainee and qualified clinical psychologists from the South West of England to manage discussions of spirituality and religion as they relate to clinical practice. Methods: Four focus groups were carried out with a total of 25 qualified and trainee clinical psychologists. Transcripts were analysed using discourse analysis. Results: Three key discourses were identified, giving insight into how cohorts of qualified and trainee clinical psychologists manage discussions of these difficult topics. These were: balancing medical and therapeutic discourses, particularly when discussing psychosis and religious or spiritual beliefs; positioning and the Other, including religion and spirituality as a proxy for talking about race; and negotiating what can or cannot be said, principally when sharing personal views. Conclusion: Ensuring that clinical psychologists have an awareness of the different discourses in use within the profession and how these may impact practice is important. Explicit discussion of the medical and therapeutic discourses likely to arise across different settings should be encouraged, including how these can constrain discussions around difficult topics such as spirituality and religion, race, and sexuality. Training should equip psychologists to have an awareness of othering, particularly in relation to religion or spirituality and race, and the potential effects this could have on power and engagement in therapy and broader work.

O objetivo desta tese foi investigar o conceito de interatividade no modo de funcionamento do discurso da mídia publicitária ao representar a sala de aula de língua inglesa em contextos de escolas de cursos livres associada a determinadas práticas de ensino, mas não necessariamente a objetivos educacionais. Para tanto, analisamos as condições sócio-históricas do discurso da mídia publicitária, principalmente em anúncios de cursos livres de inglês, e as regularidades da formação desse discurso sobre a interação na sala de aula desses cursos, descrevendo sua dispersão em quatro níveis (FOUCAULT, 1969/2009): nos níveis dos objetos, dos tipos enunciativos, dos temas e teorias e, principalmente, no nível do conceito (de interação). Além disso, refletimos sobre os mecanismos discursivos que mobilizam o poder de influência do discurso da mídia publicitária, e sobre as representações e o conceito de interação e de interatividade. Com esse objetivo, e baseando-nos nessas reflexões e em análises discursivas, sustentamos a tese de que o discurso da mídia publicitária exerce uma influência condicional sobre outros discursos (inclusive sobre o científico), sendo ele sujeito a regras de uma ordem que interditam o engendramento de conceitos no interior de sua própria formação discursiva. O discurso da mídia publicitária pode e deve ser original, desde que se submeta a dizer sempre o já dito. Dessa forma, afirmamos que as representações publicitárias da interação que as salas de aula e as novas tecnologias proporcionam fazem parte de uma engrenagem de influência na mesma medida em que articulam processos de atualização, no sentido deleuziano (DELEUZE, 1988/2006), de memórias discursivas, nas quais o ensino e aprendizagem de inglês e a interação são representados e exacerbados como experiências eficazes, prazerosas, agradáveis, encantadoras e afetuosas, no caso das escolas de cursos livres, e ineficazes, tediosas, maçantes, fastidiosas, enfadonhas e requerendo muito esforço, no caso das escolas do ensino regular. O discurso da mídia publicitária sobre a sala de aula de inglês em escolas livres e suas qualidades de interação constitui um sistema de dispersão que mobiliza, reitera, sedimenta e retoma sentidos que atravessam outros discursos. Isso pode levar à apressada conclusão de que o discurso da mídia publicitária influencia outros discursos, principalmente se crermos que esse discurso se constitui como uma espécie de fluxo da produção à recepção. Assim, o conceito de interação não é exatamente influenciado nem imposto, mas, em uma engrenagem que o empodera na mesma medida em que o submete, o discurso da mídia publicitária reproduz o conceito de interação como valor a ser atribuído ao produto ou serviço anunciado, justamente submetido à forma sedimentada desse conceito na memória discursiva, de onde advém sua disposição como verdadeiro. / This thesis aims at investigating the concept of interactivity in the functioning of the media discourse when advertising language schools and representing the English language classroom. To accomplish this objective, we analyze the sociohistorical conditions of the advertising media discourse (mainly in language schools advertisements) and the regularities of the formation of this discourse on its interaction in the English language classroom, describing their dispersion at four levels (FOUCAULT, 1969/2009): the formation of objects of discourse, the formation of enunciative positions or modes, the formation of theoretical strategies, and the formation of concepts. Still in consistency with this objective, we reflect upon the discursive mechanisms that mobilize the supposedly powerful influence of advertising media discourse, and upon the representations and the concept of interaction and interactivity. With such objective and based on these considerations and on discursive analysis, we substantiated the hypothesis that the media discourse exerts a conditional influence on other discourses (including scientific discourse), being subjected to the rules of an order that prevents it from engendering concepts within its own discursive formation. Advertising media discourse can and should be original, as long as it commits to repeating what has already been said. Thus, it is possible to argue that the advertising representations of the interaction supposedly provided by that English language classroom and the communication technologies take part in a seducing machinery and, at the same time, is subjected to a process of realization, in the Deleuzian sense (DELEUZE, 1988/2006), of discursive memories, in which English teaching and learning and interaction are represented and exacerbated as effective, pleasurable, fun, and friendly experiences in the case of language schools, and as ineffective, tedious, uninteresting, and demanding experiences in the case of regular schools. The discourse of advertising media on interaction and interactivity constitutes a system of dispersion that mobilizes, reiterates, sediments, and resumes senses that largely permeates or intersects other discourses, and may lead to the false conclusion that the discourse of advertising media influences other discourses, especially if we are oblivious to the equally false assumption that such discourse constitutes a kind of flow from production to reception. The concept of interaction is, thus, not influenced or imposed by media discourse. In a machinery that at the same time empowers and subjects it, the advertising media discourse reproduces the concept of interaction as a quality to be attributed to advertised goods and services, being responsive to the sedimented concept in the discursive memory, from where it draws its status of truth.

This study examines the role of collective identity in nonprofit coalition-building, using critical discourse analysis of a case study of an Asian American nonprofit organizational coalition focused on advocating for community health access and equity. The study finds that the pan-ethnic collective identity is a resource for the organizational coalition studied. The study extends existing literature on inter-organizational studies and nonprofit organizational coalition-building through the introduction of a conceptualization or model of identity work as involving both the activation and strategic deconstruction of the pan-ethnic Asian American collective identity. This study finds that identity work, as conceptualized, can be critical not only to sustaining a pan-ethnic coalition, but also to ensuring that a pan-ethnic coalition of nonprofit organizations embodies social work value of social justice and ethical responsibility of cultural competence and social diversity.

Em 29 de agosto de 2012, foi implementada no Brasil a Lei nº 12.711 que viabiliza a reserva de vagas para afrodescendentes em cursos de graduação, em universidades federais. Isso potencializou diversas discussões e suscitou posicionamentos de aceitação ou de rejeição às chamadas cotas raciais. Essa política afirmativa reflete, diretamente, na configuração do ensino superior nacional; por isso, defendemos que ela deve ser problematizada, na instituição escolar, desde o Ensino Médio, uma vez que os alunos dessa etapa serão os mais afetados, pela lei, no que se refere ao vestibular. Embasados no dispositivo teórico-analítico da Análise do Discurso de linha francesa, formulada por Michel Pêcheux, dialogamos com quatro turmas do terceiro ano do Ensino Médio, de duas escolas da rede pública do Estado de São Paulo e, a partir da leitura de dois textos jornalísticos (A reserva de vagas dá oportunidade aos menos favorecidos frequentarem instituições de qualidade, de Letícia Januário e O grande erro das cotas, de Julia Carvalho) discutimos sobre As cotas raciais em universidades públicas brasileiras. Posteriormente, solicitamos que os sujeitos-alunos escrevessem um texto dissertativo-argumentativo sobre o tema e essa produção escrita constitui o corpus desta pesquisa. Com base nas análises, encontramos dissertações que se posicionam contrariamente às cotas, sustentando-se na afirmação do discurso jurídico, com sentidos parafrásticos, de que todos são iguais perante a lei. Por outro lado, há textos que sustentam que as cotas são necessárias como meio de reparação social devido à escravização dos afrodescendentes. Os resultados apontam que o discurso dominante, em nosso corpus, reverbera sentidos legitimados sobre o passado histórico dos afrodescendentes, ou seja, sentidos que os discursivizam como inferiores e os sujeitos-alunos não apresentaram uma discussão acerca da constituição sócio-histórica da inferioridade atribuída a esse grupo. Isso indica que, pela força da memória discursiva e da ideologia, o afrodescendente ainda é discursivizado em relação à sua (in) capacidade intelectual. / On August 29, 2012 was implemented in Brazil law No. 12.711 which feasibility the reservation of vacancies for afro-descendants in undergraduate courses in federal universities. This enhanced several discussions and raised positionings of acceptance and rejection to so-called racial quotas. This affirmative policy reflects straight in the national higher education setting; for this reason, we argue that it should be problematized in educational institutions since high school, as the students of this stage will be most affected by the law because of vestibular (admittance exam). Grounded in the theoretical and analytical device of Discourse Analysis from French school, raised by Pêcheux, we dialogued with four classes of the third year of high school, in two public schools in the State of São Paulo and by the reading of two journalistic texts (Reserve of vacancies gives opportunity for disadvantaged to attend high quality institutions, by Leticia Januário and The big mistake of quotas, by Julia Carvalho) we discussed about \"Racial quotas in Brazilian public universities. Later, we request the students to write argumentative dissertation texts about the theme, and this writing production is what constitutes the corpus of this research. Based on the analysis, we found dissertations that stand an opposite position to quotas, supporting themselves on the statement of legal discourse, with paraphrases of the meanings that \"all are same before the law.\" On the other hand, there are texts sustaining that quotas are necessary as a means to social repair due to the slavery of afro-descendants. The results point that the dominant discourse in our corpus, reverberates legitimated meanings about the historical past of afro-descendants, in other words, meanings of a discourse about them as inferior beings, and the student subjects did not present a discussion about the social and historical constitution of this inferiority assigned to this group. This indicates that by the strength of discursive memory and ideology the afro-descendants are still in discursively with regard to their intellectual (in) capacity.

Male sexual dysfunction is considered to be a problematic discursive site due to the diverse ways in which it is constructed and therapeutically conceptualised. Under-researched within the discipline of counselling psychology to date, this diagnostic category needs to be explored to identify ways in which counselling psychologists construct this presenting problem. Therefore the aim of this research was to interrogate how a volunteer group of counselling psychologists understood and worked with male sexual dysfunction in order to make visible some of the masked discursive practices related to its diverse constructions. Ten counselling psychologists were interviewed and a Foucauldian discourse analysis conducted, which interrogated the discursive power games implicated in these participants' accounts. The findings produced firstly identified the wider contextual cultural norms that seemed to regulate male sexuality within gendered masculinity discourses. Secondly, three distinct discursive therapeutic subject positions and their related power games were identified as talked about by these participants. Overall, it is argued that these findings indicate that for these counselling psychologists, male sexual dysfunction is a mutable, diversely power-laden, and thereby problematic, construct. Furthermore this analysis may be understood as a contribution to counselling psychology in raising practitioners' awareness to the power games in their talk about working with male sexual dysfunction.

To explain and challenge the growing level of income inequality in organisations, this thesis collected and analysed corpora of texts about pay in UK universities from the press, remuneration committees and trade unions. Deploying the methodology of critical discourse analysis, it describes the contents of arguments as discourse types, interprets the reasoning behind arguments as genres of organisation theories and explains the common-sense assumptions ordering arguments as ideological values. Seeking answers, the analysis groups 30,038 data fragments into 74 first-order discourse types, 7 aggregate genres of organisation theories and 9 ideological values across three corpora of texts. Finding from the press suggested that actors drew upon the same set of organisation theories regardless of whether they were discursively challenging or defending the legitimacy of income inequality. This made it unfeasible to halt the level of income inequality because the underlying ideological values of competition, quantification and economic rationality only required the organisations to conform to unclear methodological processes. Thus, it is only possible to challenge the legitimacy of income inequality by proposing new members' resources, which objectified the exact contingencies for when it was appropriate. This insight lead to the creation of a new genre of organisation theory, which proposed paying employees relative to their comparative sacrifices. Findings from remuneration committees suggested that their members drew upon organisation theories to legitimise income inequality, which related to the ideological values of economic science, individualism and capitalistic hierarchy. However, how these ideological values constructed the legitimacy of their decisions lacked a substantiate rationality because the neoliberal model of capitalism was a source of legitimacy within itself. As such, the foundations of legitimacy were critiqued and a 2x2 matrix consisting of a process-outcome axis and pragmatic-moral axis was introduced. Applying this matrix to this corpus of text meant that none of these genres of organisation theories reasoned based on outcomes. Therefore, a new genre of organisation was proposed which focused on the income distribution shape for organisations. Findings from trade unions suggested that their representatives drew upon the same set of organisation theories to reinforce their own legitimacy in addition to interrogating the legitimacy of universities. These organisational theories were then related to the ideological values of performativity, exchange relations and freedom that hegemonically legitimised income inequality. Meanwhile, it was interpreted that trade unions relied on the neoliberal model of capitalism for their existence and were encouraging employees to participate in markets that only served the interests of employers. Therefore, a new members' resource was proposed, which conceptualised why sacrifice was a moral and pragmatic process for distributing pay to employees in comparison with other macro-economic frameworks. The findings from these three corpora of texts explained and challenged the social practices that were creating income inequality growth. Essentially, the ideological values of neoliberalism ordered discourse so that there was no reason to reduce the level of income inequality according to the dominate members' resources. Therefore, to change these social practices three new discourses were proposed which challenged the level of income inequality by illustrating the false consciousness embodied within their reasoning.

Tse Po Ting. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 171-180). / Abstracts in English and Chinese. / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Metadiscourse as Interactions in Academic Writing --- p.1 / Chapter 1.1.1 --- Interactions between writer and reader --- p.1 / Chapter 1.1.2 --- "Relations between metadiscourse, interactions and social contexts" --- p.3 / Chapter 1.2 --- Overview of the Present Study --- p.4 / Chapter 1.2.1 --- Research questions --- p.4 / Chapter 1.2.2. --- General research approaches --- p.5 / Chapter 1.3 --- Significance of the Study --- p.6 / Chapter 1.4 --- Organization of the Thesis --- p.7 / Chapter Chapter 2 --- Metadiscourse as Social Interactions --- p.11 / Chapter 2.1 --- Conceptions of Metadiscourse --- p.11 / Chapter 2.2 --- Approaches to Metadiscourse --- p.14 / Chapter 2.2.1 --- Identification of metadiscourse --- p.14 / Chapter 2.2.2 --- Classifications of metadiscourse --- p.15 / Chapter 2.3 --- Recent Development of Metadiscourse Theory --- p.21 / Chapter 2.3.1 --- The distinction between propositional content and metadiscourse --- p.22 / Chapter 2.3.2 --- The interpersonal nature of metadiscourse --- p.23 / Chapter 2.3.3 --- The distinction between internal and external relations --- p.24 / Chapter 2.3.4 --- Summary --- p.27 / Chapter 2.4 --- A Revised Model of Metadiscourse --- p.27 / Chapter 2.5 --- Major Investigations on Metadiscourse --- p.29 / Chapter 2.6 --- Chapter Summary --- p.33 / Chapter Chapter 3 --- The Genre of Academic Book Reviews --- p.35 / Chapter 3.1 --- Book Reviewing in Academia --- p.35 / Chapter 3.2 --- Book Review as a Site for Disciplinary Engagement --- p.38 / Chapter 3.3 --- Studies on Academic Book Reviews --- p.40 / Chapter 3.4 --- Chapter Summary --- p.45 / Chapter Chapter 4 --- Gender in Social Interactions --- p.46 / Chapter 4.1 --- The Distinction between Sex and Gender --- p.46 / Chapter 4.2 --- Language and the Social Construction of Gender --- p.48 / Chapter 4.3 --- Gender in Verbal Interactions --- p.50 / Chapter 4.3.1 --- General findings of gender-preferential differences --- p.50 / Chapter 4.3.2 --- Interpretation of gender-preferential differences --- p.51 / Chapter 4.4 --- Gender in the Academic Context --- p.53 / Chapter 4.4.1 --- Major investigations on gender in academic writing --- p.54 / Chapter 4.4.2 --- Implications of the findings --- p.56 / Chapter 4.5 --- Chapter Summary --- p.57 / Chapter Chapter 5 --- Formulation of Research Questions --- p.58 / Chapter 5.1 --- Summary and Implications of Previous Studies --- p.58 / Chapter 5.2 --- Research Questions --- p.60 / Chapter Chapter 6 --- Theoretical & Methodological Considerations --- p.62 / Chapter 6.1 --- A Corpus-based Approach --- p.62 / Chapter 6.2 --- Data Collection & Organization --- p.64 / Chapter 6.2.1 --- Selection of Disciplines --- p.65 / Chapter 6.2.2 --- Collection of Textual Data for Corpus Compilation --- p.66 / Chapter 6.2.2.1 --- Selection of book reviews --- p.66 / Chapter 6.2.2.2 --- Collection and organization of texts --- p.68 / Chapter 6.2.3 --- Collection of Interview Data --- p.70 / Chapter 6.3 --- Textual Analysis --- p.72 / Chapter 6.3.1 --- Framework of Metadiscourse --- p.72 / Chapter 6.3.2 --- Procedures of Investigations --- p.77 / Chapter 6.3.2.1 --- Concordancing --- p.77 / Chapter 6.3.2.2 --- Test for inter-coder reliability --- p.78 / Chapter 6.4 --- Organization and Interpretation of Data --- p.79 / Chapter 6.5 --- Pilot Study & Preliminary Critiques of Approach --- p.80 / Chapter 6.5.1 --- Materials for Pilot Study --- p.80 / Chapter 6.5.2 --- Evaluation and Revisions Made --- p.81 / Chapter 6.5.3 --- Other Decisions Made --- p.85 / Chapter 6.6 --- Chapter Summary --- p.86 / Chapter Chapter 7 --- Findings & Discussions --- p.87 / Chapter 7.1 --- An Overview of Metadiscourse in Academic Book Reviews --- p.87 / Chapter 7.2 --- The Use of Metadiscourse across Disciplines --- p.92 / Chapter 7.2.1 --- Proportion of Interactional and Interactive Forms --- p.93 / Chapter 7.2.2 --- Distribution of Sub-categories of Metadiscourse across Disciplines --- p.96 / Chapter 7.2.2.1 --- Interactive metadiscourse --- p.96 / Chapter 7.2.2.2 --- Interactional metadiscourse --- p.101 / Chapter 7.3 --- Gender in the Use of Academic Metadiscourse --- p.112 / Chapter 7.3.1 --- An Overview of Gender in the Use of Academic Metadiscourse --- p.112 / Chapter 7.3.2 --- Gender in the Use of Metadiscourse in Individual Disciplines --- p.117 / Chapter 7.3.2.1 --- Philosophy --- p.120 / Chapter 7.3.2.2 --- Sociology --- p.124 / Chapter 7.3.2.3 --- Biology --- p.128 / Chapter 7.4 --- Chapter Summary --- p.132 / Chapter Chapter 8 --- Conclusions --- p.134 / Chapter 8.1 --- A Brief Review of the Study --- p.134 / Chapter 8.2 --- Possible Answers to the Research Questions --- p.137 / Chapter 8.3 --- Implications of the Present Findings --- p.147 / Chapter 8.4 --- Limitations and Suggestions for Future Research --- p.149 / Chapter 8.5 --- Concluding Remarks --- p.153 / Appendices --- p.154 / References --- p.171

Made available in DSpace on 2014-06-11T19:22:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-20Bitstream added on 2014-06-13T20:48:42Z : No. of bitstreams: 1 silva_wad_me_sjrp.pdf: 12005416 bytes, checksum: fa5d6ca4eaa76a0d1871fc008b8d1150 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação apresenta uma análise do processo de individualização do sujeito no discurso publicitário a partir da perspectiva teórica da Análise de Discurso. Nosso corpus constitui-se de algumas páginas publicitárias da Revista Veja do período de Maio a Julho de 2008. A partir dessas propagandas procuramos depreender as regularidades do funcionamento do discurso propagandístico, bem como delimitar as marcas lingüísticas e nãolinguísticas do processo de individualização do sujeito presentes no discurso em questão. A publicidade exerce papel fundamental na sociedade contemporânea, explicitando a relação do sujeito com o conjunto social, em determinada conjuntura histórica. O texto publicitário influencia a constituição de sentidos junto aos leitores, interpelando os mesmos enquanto sujeitos. O discurso publicitário tem um funcionamento que lhe é próprio e que, portanto, lhe dá especificidade. Assim sendo, esse discurso se particulariza, remetendo-nos às formações imaginárias e ideológicas ali presentes. Baseando-se na relação linguagem e contexto, a Análise de Discurso busca explicitar como, em seu funcionamento, o texto produz sentidos, sempre observando as condições de produção. Visa-se, ainda, à compreensão da historicidade dos sentidos e dos sujeitos. No que se refere às regularidades encontradas no funcionamento do discurso propagandístico, percebemos a relação estabelecida entre o sonho, o desejo e a ideologia; a sustentação dos dizeres dos anúncios pela forma-sujeito histórica da atualidade; o atravessamento (tanto no verbal quanto no não-verbal) do discurso publicitário por outros discursos como o ecológico, sobre a beleza, sobre a mulher, da globalização. Quanto às marcas lingüísticas da individualização, apontamos a pronominalização (seu, sua), que individualiza por marcar um certo tipo de abordagem junto... / This dissertation presents an analysis of the individualization process in the advertising discourse, based on the theoretical perspective of Discourse Analysis. The corpus consists of some advertising pages of Veja Magazine from May to July of 2008. Based on the advertisings, this research looked for describe some regularities of advertising discourse working, as well as set out some linguistic and non-linguistic marks of the individualization process in this discourse. Advertising plays a fundamental role in the contemporary society, expliciting the relation between subject and the social set, in certain historical period. Advertising texts influence the construction of meanings , interpellating readers. Advertising discourse has a proper working that particularizes it. So, this discourse is very specific, and reveal the imaginary and ideological formations. Based on the relation between language and context, Analysis Discourse points out, how in its working, text creates some meanings, always observing the production conditions. The aim, even, is to understand the historicity of subjects and meanings. Regarding to the regularities that were found in the advertising discourse there are the relation among dream, desire and ideology; statements of advertising are supported by the historical form-subject; the “crossing” of advertisings by other discourses like environmental, about beauty, about women and globalization discourse. Referring to the linguistic marks of individualization process, there are the pronominalization (your) which individualizes due to a certain kind of reader’s approach; the use of some adjectives (exclusive, personalized) which refers to the reader named as “you”; imperative mood that establishes identification between to say and to do. In the enunciation, there are collectivization the shows the company’s position as an organized group... (Complete abstract click electronic access below)