In this study, I examine two writing samples using a heuristic based on Richard A. Lanham's definition of bureaucratic writing in Revising Business Prose: noun-centered, abstract, passive-voiced, dense, and vague. I apply a heuristic to bureaucratic writing to see if Lanham's definition holds and if the writing aids or hinders the information flow necessary to democracy. After analyzing the samples for nominalizations, concrete/abstract terms, active/passive verbs, clear/unclear agents, textual density, and vague text/writers' accountability, I conclude that most of Lanham's definition holds; vague writing hinders the democratic process by not being accountable; and bureaucratic writing is expensive. Writers may humanize bureaucracies by becoming accountable. A complete study requires more samples from a wider source.

<p>Doktorska disertacija &bdquo;Nov model stručnog usavr&scaron;avanja profesora poslovnog engleskog jezika u Srbiji: teorijski, metodolo&scaron;ki i praktični aspekti&rdquo; bavi se stručnim usavr&scaron;avanjem profesora poslovnog engleskog jezika u Srbiji. Cilj je upoznavanje profesora, ali i ostalih učesnika u obrazovanju sa savremenim teorijskim istraživanjima i kretanjima u nastavnoj praksi iz oblasti poslovnog engleskog jezika i stručnom usavr&scaron;avanju profesora, te uzimajući u obzir aktuelno stanje u Srbiji u tom pogledu, autorka takođe nastoji da ponudi nov model stručnog usavr&scaron;avanja profesora poslovnog engleskog jezika, koji će se zasnivati na savremenim shvatanjima procesa usavr&scaron;avanja, ali će odgovarati i potrebama i radnim prilikama profesora.<br />Nakon uvodnog poglavlja, koje sadrži opis ciljeva, metoda i tehnika istraživanja, pregled relevantne literature i prikaz organizacije izlaganja, naredna četiri poglavlja predstavljaju teorijski okvir disertacije. U drugom poglavlju opisani su pojmovi u vezi sa jezikom struke i poslovnim engleskim jezikom, dat je uvid u razvoj ovih oblasti i njihove karakteristike, te su povučene sličnosti i razlike između poslovnog i op&scaron;teg engleskog jezika.<br />U trećem poglavlju predstavljen je profil profesora u kontekstu nastave poslovnog engleskog jezika. Na osnovu postojeće literature detaljno su opisane uloge i kompetencije profesora u pogledu poznavanja stručne discipline, analize potreba, kreiranja kursa, odabira i produkcije materijala i evaluacije.<br />Četvrto poglavlje bavi se profilom profesora poslovnog engleskog jezika u okviru savremenog poimanja nastave uop&scaron;te. Tu je opisan razvoj pojma nastavničkog znanja i prikazan je model nastavničkih kompetencija koji je nastao u okviru obrazovnog sistema u Srbiji. Takođe, dat je osvrt na karakteristike ličnosti uspe&scaron;nog i kompetentnog profesora.</p><p>Predmet petog poglavlja jesu pojam i karakteristike stručnog usavr&scaron;avanja profesora, sa posebnim naglaskom na usavr&scaron;avanje profesora poslovnog engleskog jezika. U ovom poglavlju takođe je predstavljeno aktuelno stanje u Srbiji u pogledu učenja poslovnog engleskog jezika i stručnog usavr&scaron;avanja.<br />&Scaron;esto poglavlje sadrži opis organizacije i rezultate empirijskog istraživanja sprovedenog tokom 2014. i 2015. godine sa profesorima poslovnog engleskog jezika i polaznicima kurseva poslovnog engleskog jezika u Srbiji. Putem anketnih upitnika i intervjua, profesori su pružili uvid u svoja shvatanja, stavove, potrebe i očekivanja u vezi sa stručnim usavr&scaron;avanjem, a polaznici u vezi sa potrebama i očekivanjima u kontekstu nastave, uloga i kompetencija profesora. Dobijeni rezultati su detaljno analizirani i protumačeni u svetlu savremene teorije i prakse.<br />U sedmom poglavlju predstavljeni su op&scaron;ti zaključci proistekli iz istraživanja i dat je predlog modela stručnog usavr&scaron;avanja profesora poslovnog engleskog jezika u Srbiji.</p> / <p>The doctoral thesis &ldquo;A New Model of Professional Development of Business English Teachers in Serbia: Theoretical, Methodological and Practical Aspects&rdquo; deals with the professional development of Business English Teachers in Serbia. It aims at introducing teachers and other interested parties from the field of education with current research and trends in teaching practice regarding Business English and professional development of teachers. Taking into account the current state of these two fields in Serbia, the author also proposes a new model of professional development of Business English teachers, which draws on contemporary views of the process of professional development and also meets the needs and fits the working environment of the teachers.<br />Following the introductory chapter, which offers the description of the aims, methods and techniques employed in this research, the overview of relevant literature as well as the thesis structure, the next four chapters represent a theoretical framework within which the research has been undertaken. The second chapter introduces the main concepts related to the language for specific purposes and Business English, shows the development of these two fields, draws similarities and explores differences between Business English and General English.<br />The third chapter provides a description of the teacher profile within the Business English context. Based on findings in the literature, the author describes Business English teacher roles and competences in terms of knowledge of the specialist subject, needs analysis, course design, material selection and production, and evaluation.</p><p>The fourth chapter addresses the teacher profile within the contemporary understanding of the teaching practice in general. It shows the development of the concept of teaching knowledge and presents a framework of teacher competences that has been created within the educational system in Serbia. At the end of the chapter, the author briefly touches upon the subject of personality features of successful and competent teachers.<br />The fifth chapter outlines the main concepts and features of the field of teachers&rsquo; professional development and particularly focuses on the professional development of Business English teachers. It then proceeds with a description of the current situation in Serbia regarding learning and teaching Business English, as well as that of professional development of Business English teachers.<br />The sixth chapter offers a thorough description of the organization and results of the empirical research conducted with Business English teachers and students in Serbia during 2014 and 2015. By employing a survey and an interview as research instruments, the teachers gave an insight into their attitudes, views, needs and expectations regarding professional development, and the students revealed their needs and expectations regarding Business English classes, teacher roles and competences. The findings have been analysed in detail and interpreted within the framework of contemporary teaching theory and practice.<br />The seventh chapter presents the general conclusions that have been drawn from the empirical research and contains the author&rsquo;s proposal of the model of professional development of Business English teachers in Serbia.</p>

O objetivo deste trabalho é apresentar uma proposta para o ensino de colocações adverbiais em inglês, típicas da área de negócios, à luz da Linguística de Corpus. Para isso, compilamos um corpus monolíngue em inglês britânico e americano, composto de periódicos de negócios e relatórios de empresas disponíveis on-line, num total de 2.310.143 palavras. Com a ajuda do Wordsmith Tools 5.0 e de cálculos estatísticos (escores T e Informação Mútua), levantamos as vinte e cinco colocações adverbiais mais recorrentes no corpus de estudo e as analisamos quanto aos padrões léxicogramaticais. Feita a análise, selecionamos dentre essas unidades colocacionais aquelas que poderiam ser abordadas em sala de aula, segundo os critérios estabelecidos pela pesquisadora, com base na abordagem DDL de Tim Johns (1991), na modelagem de Carter (1998) e nas críticas feitas ao uso das linhas de concordância no ensino de línguas. Elaboramos, assim, exercícios que foram aplicados em três estudos-piloto, realizados com alunos de inglês para negócios de um instituto de idiomas privado, nos seguintes níveis: pré-intermediário, intermediário e intermediário superior. Nos três estudos, comprovamos a aplicabilidade dos exercícios e a importância da Linguística de Corpus como abordagem ao ensino de línguas. / The aim of this work is to put forward a proposal for teaching typical adverbial collocations in Business English, based on Corpus Linguistics principles. To accomplish that, we compiled a monolingual corpus in British and American English, composed of business press texts as well as company reports available on-line, totalling 2,310,429 words. With the use of Wordsmith Tools 5.0 and statistical scores (T-score and Mutual Information), we found the twenty-five most frequent adverbial collocations, which were lexically and grammatically analysed concerning their patterns. Next, from these collocational units we selected the ones which could be approached in class, following the criteria set by the researcher, based on Tim Johns DDL (JOHNS, 1991), Carters modelling (CARTER, 1998) and the objections raised concerning the use of concordance lines for language teaching. Thus, we planned exercises to be applied in three pilot studies, carried out with Business English students at a private language school in São Paulo, Brazil, at the following levels: preintermediate, intermediate and upper-intermediate. The three studies demonstrated that such exercises can be successfully used in Business English classes thus confirming the relevance of Corpus Linguistics as an approach to language teaching.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-12-06T18:31:12Z No. of bitstreams: 1 Marianne Rampaso.pdf: 2219129 bytes, checksum: 43a76101d3a068a312f002d3a4e9f002 (MD5) / Made available in DSpace on 2016-12-06T18:31:12Z (GMT). No. of bitstreams: 1 Marianne Rampaso.pdf: 2219129 bytes, checksum: 43a76101d3a068a312f002d3a4e9f002 (MD5) Previous issue date: 2016-11-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed at developing corpus-based teaching materials for Business English students in a private one-to-one class setting. We analyzed the Business English Corpus (Nelson, 2000) in order to find out the most distinctive lexicogramatical and semantic features in Business English area, including both a Sinclairean style analysis of collocations (Sinclair, 1991) and a Biberean style multidimensional analysis of the various registers represented in the corpus (Biber,1988). The theoretical framework for the research was based on Corpus Linguistics, which is an area that is devoted to the study of the language in use through principled collections of spoken and written texts stored on computer (BERBER SARDINHA, 2004; 2009, 2011). In addition,the theoretical framework also included insights on how to use corpora in language teaching from Sinclair (1991; 2004a; 2004b), Johns (1991), Berber Sardinha (2011) and Biber (1988;1999).These insights refer to the exploration of corpora in language teaching through the identification and analysis of lexicogramatical patterns of the language in use and the identification of the lexicogramatical and semantic features in the registers. The results of the corpus analysis showed a great variety of language patterns across the Business English registers. A selection of the patterns found was used in the development of teaching materials, which were then used in class with a particular student. The use of the materials was tracked and documented in a journal, which was later analyzed through a Content Analysis (Bardin, 1977), thereby revealing some of the major ways in which the student and the teacher both interacted with each other and with the materials. The interpretation of this interaction shed new light on how corpora can be used for English language teaching in general and for one-to-one tuition in Business English / Esta pesquisa teve como objetivo principal a elaboração de material didático baseado em corpus voltado aos alunos de inglês para os negócios (IN) em um contexto de aulas particulares individuais. Realizamos a análise do Business English Corpus- BEC (Nelson, 2000) a fim de descobrirmos as características lexicogramaticais e semânticas mais salientes no contexto de IN, incluindo tanto a análise de colocações na perspectiva de Sinclair (1991) quanto na perspectiva da Análise Multidimensional dos vários registros representados no corpus (Biber,1988). Para tanto, encontramos suporte teórico principal na Linguística de Corpus, uma área que se ocupa do estudo da língua em uso através de coletâneas de textos escritos e de transcrição de fala armazenados em computador (BERBER SARDINHA, 2004; 2009, 2011). O arcabouço teórico desta pesquisa também incluiu percepções sobre como utilizar os corpora no ensino através das propostas de Sinclair (1991; 2004a; 2004b), Johns (1991), Berber Sardinha (2011) e Biber (1988;1999). Estas percepções são referentes à exploração de corpora no ensino de línguas por meio da identificação e análise de padrões lexicogramaticais da língua em uso e da identificação das características lexicogramaticais e semânticas dos registros. Os resultados da análise do corpus mostraram que há uma grande variedade de padrões de linguagem referentes aos registros de IN. Uma seleção dos padrões encontrados foi utilizada no desenvolvimento de materiais de ensino, que foram usados em sala com um aluno particular. A utilização dos materiais foi acompanhada e documentada em um diário reflexivo, que foi, posteriormente, analisado à luz da Análise de Conteúdo (Bardin, 1977), revelando, dessa forma, como professora e aluno interagiram um com o outro e com os materiais. A interpretação de tal interação ampliou a compreensão sobre como os corpora podem ser usados no ensino de língua inglesa em geral e no ensino de IN na modalidade de aulas particulares individuais

Este estudo objetiva analisar materiais didático-digitais que acompanham livros de ensino de inglês para negócios, problematizando seus dizeres e as subjetividades produzidas para o aprendiz/futuro ou atual trabalhador do meio corporativo e sua relação com o discurso do neoliberalismo e o da globalização, os quais afetam de modo incisivo nosso momento contemporâneo. Pretendemos, sobretudo, desmistificar a representação do material pedagógico como um repositório de verdades científicas, livre de posicionamentos ideológicos, buscando promover uma atitude mais indagadora de professores e alunos frente aos materiais didáticos, em qualquer modalidade, impressos ou digitais. Interessa-nos investigar os imbricamentos discursivos, a noção de tecnologia implícita, a representação da língua inglesa e a variante do inglês sendo ensinada, dado que essas questões constituem os materiais analisados e incidem sobre as construções subjetivas. A hipótese que direciona este trabalho é a de que o discurso desses materiais digitais constrói subjetividades heterogêneas e contraditórias. Assim, o discurso que pretende inculcar um único modelo de sujeito apresenta fissuras que possibilitam momentos de resistência e de constituição de subjetividades não hegemônicas no mundo globalizado. Fundamentamos nossa análise nos conceitos da visão discursiva do sujeito (clivado e descentrado), formado no e pelo discurso (heterogêneo, polifônico, ideológico), perpassado por relações de poder (em que a resistência é constitutiva), aliando, portanto, nossa perspectiva discursiva às reflexões de Michel Foucault (1982, 1983, 1996a, 1997a, 1997b) acerca das relações de poder e saber, além da contribuição de Gilles Deleuze (1990a,b) sobre a sociedade de controle, na qual o poder é exercido de modo mais sutil e refinado, gerando uma modulação permanente do sujeito. Verificamos que o discurso pedagógico desses materiais digitais, formado a partir de dizeres hegemônicos dos discursos do neoliberalismo e da globalização, engendra um processo de subjetivação vigoroso, indicando ao sujeito como deve ser e agir no meio corporativo a fim de ser bem-sucedido. Por outro lado, esse mesmo discurso mostrou-se afetado por enunciados de práticas discursivas concorrentes, promovendo subjetividades contraditórias, mas não necessariamente em dissonância com os discursos hegemônicos. / This study aims at analyzing digital didactic materials which accompany books for teaching Business English, questioning their sayings and the subjectivities produced for the learner/future or present corporate worker and their relation to the discourses of neoliberalism and globalization, which deeply affect our contemporary moment. Most importantly, we intend to demystify the representation of the didactic material as a repository of scientific truths, free from ideological positionings, hoping to encourage teachers and students alike to be more questioning in relation to pedagogical materials, in any modality, printed or digital. We are interested in examining the articulation of discourses, the implicit notion of technology, the English language representation and the English variant that is being taught, since all these issues constitute the analyzed materials and affect the construction of subjectivities. The hypothesis which guides this work is that the discourse of these digital didactic materials constructs heterogeneous and contradictory subjectivities. Thus, the same discourse which intends to inculcate one model of subject presents ruptures which promote moments of resistance and the constitution of non-hegemonic subjectivities in the globalized world. We base our analysis on concepts of the discursive perspective, in which the subject (divided and decentered) is formed in and by discourse (heterogeneous, polyphonic, ideological), affected by power relations (in which resistance is implicit), adding to our discursive view Michel Foucaults (1982, 1983, 1996a, 1997a, 1997b) reflections about the relations between power and knowledge, besides Gilles Deleuzes (1990a,b) contribution on the society of control, in which power is exercised in a subtler and more refined way, generating a permanent modulation of the subject. We verified that the pedagogical discourse of these digital materials, formed by hegemonic sayings from the discourses of neoliberalism and globalization, engenders a vigorous process of subjectivation, indicating to the subject how he or she should be and act in the corporate environment in order to be successful. On the other hand, this same discourse revealed itself to be affected by enunciations from competing discursive practices, promoting contradictory subjectivities, but not necessarily out of tune with the hegemonic discourses.

O objetivo deste trabalho é apresentar uma proposta para o ensino de colocações adverbiais em inglês, típicas da área de negócios, à luz da Linguística de Corpus. Para isso, compilamos um corpus monolíngue em inglês britânico e americano, composto de periódicos de negócios e relatórios de empresas disponíveis on-line, num total de 2.310.143 palavras. Com a ajuda do Wordsmith Tools 5.0 e de cálculos estatísticos (escores T e Informação Mútua), levantamos as vinte e cinco colocações adverbiais mais recorrentes no corpus de estudo e as analisamos quanto aos padrões léxicogramaticais. Feita a análise, selecionamos dentre essas unidades colocacionais aquelas que poderiam ser abordadas em sala de aula, segundo os critérios estabelecidos pela pesquisadora, com base na abordagem DDL de Tim Johns (1991), na modelagem de Carter (1998) e nas críticas feitas ao uso das linhas de concordância no ensino de línguas. Elaboramos, assim, exercícios que foram aplicados em três estudos-piloto, realizados com alunos de inglês para negócios de um instituto de idiomas privado, nos seguintes níveis: pré-intermediário, intermediário e intermediário superior. Nos três estudos, comprovamos a aplicabilidade dos exercícios e a importância da Linguística de Corpus como abordagem ao ensino de línguas. / The aim of this work is to put forward a proposal for teaching typical adverbial collocations in Business English, based on Corpus Linguistics principles. To accomplish that, we compiled a monolingual corpus in British and American English, composed of business press texts as well as company reports available on-line, totalling 2,310,429 words. With the use of Wordsmith Tools 5.0 and statistical scores (T-score and Mutual Information), we found the twenty-five most frequent adverbial collocations, which were lexically and grammatically analysed concerning their patterns. Next, from these collocational units we selected the ones which could be approached in class, following the criteria set by the researcher, based on Tim Johns DDL (JOHNS, 1991), Carters modelling (CARTER, 1998) and the objections raised concerning the use of concordance lines for language teaching. Thus, we planned exercises to be applied in three pilot studies, carried out with Business English students at a private language school in São Paulo, Brazil, at the following levels: preintermediate, intermediate and upper-intermediate. The three studies demonstrated that such exercises can be successfully used in Business English classes thus confirming the relevance of Corpus Linguistics as an approach to language teaching.

Este estudo objetiva analisar materiais didático-digitais que acompanham livros de ensino de inglês para negócios, problematizando seus dizeres e as subjetividades produzidas para o aprendiz/futuro ou atual trabalhador do meio corporativo e sua relação com o discurso do neoliberalismo e o da globalização, os quais afetam de modo incisivo nosso momento contemporâneo. Pretendemos, sobretudo, desmistificar a representação do material pedagógico como um repositório de verdades científicas, livre de posicionamentos ideológicos, buscando promover uma atitude mais indagadora de professores e alunos frente aos materiais didáticos, em qualquer modalidade, impressos ou digitais. Interessa-nos investigar os imbricamentos discursivos, a noção de tecnologia implícita, a representação da língua inglesa e a variante do inglês sendo ensinada, dado que essas questões constituem os materiais analisados e incidem sobre as construções subjetivas. A hipótese que direciona este trabalho é a de que o discurso desses materiais digitais constrói subjetividades heterogêneas e contraditórias. Assim, o discurso que pretende inculcar um único modelo de sujeito apresenta fissuras que possibilitam momentos de resistência e de constituição de subjetividades não hegemônicas no mundo globalizado. Fundamentamos nossa análise nos conceitos da visão discursiva do sujeito (clivado e descentrado), formado no e pelo discurso (heterogêneo, polifônico, ideológico), perpassado por relações de poder (em que a resistência é constitutiva), aliando, portanto, nossa perspectiva discursiva às reflexões de Michel Foucault (1982, 1983, 1996a, 1997a, 1997b) acerca das relações de poder e saber, além da contribuição de Gilles Deleuze (1990a,b) sobre a sociedade de controle, na qual o poder é exercido de modo mais sutil e refinado, gerando uma modulação permanente do sujeito. Verificamos que o discurso pedagógico desses materiais digitais, formado a partir de dizeres hegemônicos dos discursos do neoliberalismo e da globalização, engendra um processo de subjetivação vigoroso, indicando ao sujeito como deve ser e agir no meio corporativo a fim de ser bem-sucedido. Por outro lado, esse mesmo discurso mostrou-se afetado por enunciados de práticas discursivas concorrentes, promovendo subjetividades contraditórias, mas não necessariamente em dissonância com os discursos hegemônicos. / This study aims at analyzing digital didactic materials which accompany books for teaching Business English, questioning their sayings and the subjectivities produced for the learner/future or present corporate worker and their relation to the discourses of neoliberalism and globalization, which deeply affect our contemporary moment. Most importantly, we intend to demystify the representation of the didactic material as a repository of scientific truths, free from ideological positionings, hoping to encourage teachers and students alike to be more questioning in relation to pedagogical materials, in any modality, printed or digital. We are interested in examining the articulation of discourses, the implicit notion of technology, the English language representation and the English variant that is being taught, since all these issues constitute the analyzed materials and affect the construction of subjectivities. The hypothesis which guides this work is that the discourse of these digital didactic materials constructs heterogeneous and contradictory subjectivities. Thus, the same discourse which intends to inculcate one model of subject presents ruptures which promote moments of resistance and the constitution of non-hegemonic subjectivities in the globalized world. We base our analysis on concepts of the discursive perspective, in which the subject (divided and decentered) is formed in and by discourse (heterogeneous, polyphonic, ideological), affected by power relations (in which resistance is implicit), adding to our discursive view Michel Foucaults (1982, 1983, 1996a, 1997a, 1997b) reflections about the relations between power and knowledge, besides Gilles Deleuzes (1990a,b) contribution on the society of control, in which power is exercised in a subtler and more refined way, generating a permanent modulation of the subject. We verified that the pedagogical discourse of these digital materials, formed by hegemonic sayings from the discourses of neoliberalism and globalization, engenders a vigorous process of subjectivation, indicating to the subject how he or she should be and act in the corporate environment in order to be successful. On the other hand, this same discourse revealed itself to be affected by enunciations from competing discursive practices, promoting contradictory subjectivities, but not necessarily out of tune with the hegemonic discourses.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

This is a case study of the academic and occupational discourse of immigrant entrepreneurs in a bilingual (Cantonese and English) business and language program which aims to relate the linguistic and managerial knowledge acquired in class to the business operations. This case study raises problematic questions for both LSP (Language for Specific Purposes) research and bilingual code-switching research. There were two purposes: (1) to study the functional variation of discourse in the educational program and the operation of small business; and (2) to investigate the importance of the functional variation of discourse in code-switching. Pursuing purpose one, part one of the study explores two models: an LSP approach based on "genre" and learning tasks(Swales, 1990); and the Language Socialization approach (Halliday,1975; Mohan, 1986; Ochs, 1988) viewing language learning and sociocultural learning as occurring simultaneously in "activities"(social practices or situations). Two issues are raised: (1) Data indicate that the LSP approach does not illuminate the relation between academic discourse and occupational discourse; (2) It does not account for specific connections between tasks in classroom discourse and genres in business practices. The Language Socialisation approach, however, points to important dynamic theory/practice relations which appear in contrasts between business rules and examples, language rules and examples, seminar discourse and workshop discourse, and the English class and service encounter discourse. Pursuing purpose two, part two of the study compares the Language Socialization model with two models of code-switching as it relates to functional variation of discourse: (1) Guthrie (1983), and (2) Faerch (1985). Model (1) misses a large proportion of second language examples while model (2) fails to account for data labelled as "business rules" and "business examples" in the sample. The Language Socialization approach, however, recognises in discourse both theory (e.g., language and business rules) and practice (e.g., language and business examples). Rules are mostly handled in the first language while examples are mostly handled in the second language. A log-linear analysis indicates that, in all cases, "rules/ examples" is the strongest predictor of language choice.

Title page, abstract and table of contents only. The complete thesis in print form is available from the University of Adelaide Library. / "This study attempts primarily to bring together some of the existing literature on text coherence, cohesion, and thematic structure and the influence of these text characteristics on reading comprehension and EAP material preparation, particularly in an EFL/ESL context. The textual features of coherence, cohesion and comprehensibility are of primary concern... The results of the analysis suggest that thematic elements and cohesive devices, which act as signposts in directing the readers’ attention in the meaning making process, are to be taken into account in teaching and testing reading and writing." -- From abstract. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1289484 / Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007