No âmbito do ensino-aprendizagem de línguas adicionais, pesquisas acerca do desenvolvimento da oralidade têm demonstrado que se trata de um fenômeno multidimensional. Nakatani (2010) mostrou que o domínio de estratégias comunicacionais são indicadores de desempenho linguístico e se relacionam com a proficiência do aprendiz; Kang, Rubin e Pickering (2010) observaram que os traços fonológicos afetam a percepção sobre inteligibilidade e proficiência; Hewitt e Stephenson (2011), e Ahmadian (2012) indicaram que as condições psicológicas individuais interferem na qualidade da produção oral. Escribano (2004) sugeriu que a referência contextual é essencial na construção de sentido; Gao (2011) apontou os benefícios do ensino baseado na construção do sentido, a partir de metáforas conceptuais (LAKOFF e JOHNSON, 1980), codificação dupla (CLARK e PAIVIO, 1991) e esquemas imagéticos (LAKOFF, 1987); e Ellis e Ferreira-Junior (2009) demonstraram que as construções exibem efeitos de recência e priming, afetando o uso da linguagem dos parceiros interacionais. Tais estudos apontam para a natureza complexa da aquisição de L2, mas o fazem dentro do paradigma experimental da psicolinguística. Já Larsen-Freeman (2006), demonstra que a fluência, a precisão e a complexidade desenvolvem-se com o tempo, com alto grau de variabilidade, dentro do paradigma da Teoria da Complexidade. Em viés semelhante, Paiva (2011) observa que os sistemas de Aquisição de Segunda Língua (ASL) são auto-organizáveis. Esses trabalhos, no entanto, não abordaram aprendizes de L2 com proficiência inicial, como pretendo fazer aqui. Tendo como referenciais teóricos a Teoria da Complexidade e a Linguística Cognitiva, o presente trabalho apresenta um estudo de caso, qualitativo-interpretativista, com nuances quantitativos, que discute os processos de adaptação que emergiram na expressão oral de um grupo de aprendizes iniciantes de inglês como língua adicional no contexto vocacional. Parte do entendimento de que na sala de aula vários (sub)sistemas complexos coocorrem, covariando e coadaptando-se em diferentes níveis. A investigação contou com dados transcritos de três avaliações coletados ao longo de 28 horas de aula, no domínio ENTREVISTA DE EMPREGO. Após observar a produção oral das aprendizes, criei uma taxonomia para categorizar as adaptações que ocorreram na sintaxe, semântica, fonologia e pragmática da língua-alvo. Posteriormente organizei as categorias em níveis de prototipicidade (ROSCH et al, 1976) de acordo com as adaptações mais frequentes. Finalmente, avaliei a inteligibilidade de cada elocução, classificando-as em três níveis. A partir desses dados, descrevi como a prática oral dessas participantes emergiu e se desenvolveu ao longo das 28 horas. Os achados comprovam uma das premissas da Linguística Cognitiva ao mostrarem que os níveis de descrição linguística funcionam conjuntamente em prol do sucesso comunicacional. Além disso, demonstram que a função do professor, como discutem LARSEN-FREEMAN e CAMERON (2008), não é gerar uniformidade, mas sim oportunizar vivências que estabeleçam continuidade entre o mundo, o corpo e a mente / In the field of second and foreign language learning, research on oral communication development has been demonstrating that it is a multi-dimensional phenomenon. Nakatani (2010) showed that the ability to use communicative strategies is related to linguistic performance and learners proficiency level; Kang, Rubin and Pickering (2010) affirmed that learners phonology affects perception over proficiency and intelligiblity; Hewitt and Stephenson (2011), as well as Ahmadian (2012), contended that individual psychological conditions interfere in the quality of production. Escribano (2004) suggested that contextual knowledge is essential to conceptualization; Gao (2011) pointed out the benefits of an approach based on conceptual metaphors (LAKOFF and JOHNSON, 1980), dual coding (CLARK and PAIVIO, 1991), and image schemas (LAKOFF, 1987); Ellis and Ferreira-Junior (2009) demonstrated that constructions exhibit priming and recency effects, which influence participants language use. These studies together instantiate the complex nature of L2 acquisition on the experimental psychology paradigm. In the scope of Complexity Theory, Larsen-Freeman (2006) demontrated that fluency, accuracy, and complexity increase over time, despite exhibiting high individual variability. By the same token, Paiva (2011) observed that SLA systems are self-organisable. Nevertheless, none of the above-mentioned studies addressed beginners, as we intend to do herein. By overlapping Complexity Theory and Cognitive Linguistics, we present a case study, with sprinkles of quantification, in order to specifically discuss the adaptation processes that emerged from the oral practice of a group of six English beginner female learners (n=6) in the vocational context. We understand that several complex (sub-) systems co-occur in the classroom, covarying and coadapting in different levels. The investigation counted on transcribed data (ATKINSON and HERITAGE, 1984) from three oral evaluations collected over 28 class hours, in the JOB INTERVIEW domain. After observing the learnersoral production, we created a taxonomy to categorise the adaptations that emerged in target language syntax, meaning, fonology and pragmatics. Later, we displayed the categories in prototype levels (ROSCH et al, 1976) in terms of frequency. Finally, we classified the inteligibility of each learners utterance in three levels. By means of these data, we were able to describe how participants oral expression emerged and evolved over 28 hours. The results reaffirm one of Cognitive Linguistics premises when showing that language description levels work jointly in favor of communicative success; and demonstrate that the teacher, rather than generate uniformity, ought to give rise to learning opportunities that provides a continuum between the world, the body and the mind, as discussed by Larsen-Freeman e Cameron (2008)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation investigates an online co-creation network as a communication strategy and it is delimited to analyze the co-creation of value between organizations and their public as a communication strategy in the network society. The problem that leads the study focuses on the assumption that co-creation in online network enables new forms of interactions and relationships between organizations and their public and it is structured as follows: "How does Natura use an online co-creation network as a communication strategy in the network society?" The general objective of the research is to analyze the co-creation of value by Natura as an organizational communication strategy. The specific objectives are defined as follows: (1) Describing the main digital social media used. (2) Checking the strategic appropriation of an online network for the co-creation of value; (3) Describing the online co-creation network created by Natura; (4) Analyzing the forms of interactions provided by the online co-creation network of Natura s Cocriando Program. The methodological approach of the research consists in the articulated application of different and complementary methods and techniques that seek to investigate how the communication strategies through co-creation in the digital ambience of the researched organization shape up. The course includes the study through non-participant observation in digital social media and in online co-creation network of Natura s Cocriando Program. In addition, there is the indepth interview with the person responsible for the company's innovation management and the asynchronous interview through structured questionnaire with the participants that contributed the most with ideas on Jornada SOU. We used the analytical model structured for the analysis of digital platforms proposed by Proulx (2012) and the interaction blocks proposed by Prahalad and Ramaswamy (2004) so there would have co-creation. From the merger of these two methodological perspectives we created a third model of analysis that includes five categories: the platform's technical architecture; dialogue; user experience, riskbenefit and user contribution. In this context, we found out that the co-creation of value made strategic communication processes between Natura and its public possible. The co-creation network can be considered a complex and unprecedented tool when it comes to structure different stakeholders in network, in order to jointly create ideas through online interactions, aiming at innovation. / Esta dissertação investiga uma rede de cocriação online como uma estratégia de comunicação e está delimitada em analisar a cocriação de valor entre organizações e seus públicos como estratégia de comunicação na sociedade em rede. A problemática que conduz este estudo centra-se no pressuposto de que a cocriação em rede online possibilita novas formas de interações e relacionamentos entre as organizações e seus públicos e está assim estruturada Como a Natura utiliza-se de uma rede de cocriação online como estratégia de comunicação na sociedade em rede? O objetivo geral da pesquisa consiste em analisar a cocriação de valor da Natura como estratégia de comunicação organizacional. Os objetivos específicos estão assim definidos: (1) Descrever as principais mídias sociais digitais utilizadas. (2) Verificar a apropriação estratégica de uma rede online para a cocriação de valor; (3) Descrever a rede de cocriação online criada pela Natura; (4) Analisar as formas de interações proporcionadas pela rede de cocriação online do Programa Cocriando Natura. O percurso metodológico da presente pesquisa consiste na aplicação articulada de diferentes e complementares métodos e técnicas que buscam investigar como configuram-se as estratégias comunicacionais através da cocriação na ambiência digital da organização pesquisada. O percurso compreende o estudo através da observação não participativa nas mídias sociais digitais e da rede de cocriação online do Programa Cocriando Natura. Além disso, entrevista em profundidade com a responsável pela gestão de inovação da empresa e entrevista assíncrona através de questionário estruturado com os participantes que mais contribuíram com ideias na Jornada SOU. Utilizamos o modelo analítico estruturado para análise de plataformas digitais proposto por Proulx (2012) e os blocos de interação para que exista cocriação proposto por Prahalad e Ramaswamy (2004). A partir da junção dessas duas perspectivas metodológicas criamos um terceiro modelo de análise que contempla cinco categorias: a arquitetura técnica da plataforma; diálogo; experiência do usuário, riscobenefício e a contribuição do usuário. Nesse contexto, averiguamos que a cocriação de valor viabilizou processos comunicacionais estratégicos entre a Natura e seus públicos. O cocriando Natura pode ser considerado um programa complexo e inédito, no sentido de estruturar em rede, diferentes públicos de interesse, com objetivo de criar conjuntamente ideias, através de interações online, que visam à inovação.

No âmbito do ensino-aprendizagem de línguas adicionais, pesquisas acerca do desenvolvimento da oralidade têm demonstrado que se trata de um fenômeno multidimensional. Nakatani (2010) mostrou que o domínio de estratégias comunicacionais são indicadores de desempenho linguístico e se relacionam com a proficiência do aprendiz; Kang, Rubin e Pickering (2010) observaram que os traços fonológicos afetam a percepção sobre inteligibilidade e proficiência; Hewitt e Stephenson (2011), e Ahmadian (2012) indicaram que as condições psicológicas individuais interferem na qualidade da produção oral. Escribano (2004) sugeriu que a referência contextual é essencial na construção de sentido; Gao (2011) apontou os benefícios do ensino baseado na construção do sentido, a partir de metáforas conceptuais (LAKOFF e JOHNSON, 1980), codificação dupla (CLARK e PAIVIO, 1991) e esquemas imagéticos (LAKOFF, 1987); e Ellis e Ferreira-Junior (2009) demonstraram que as construções exibem efeitos de recência e priming, afetando o uso da linguagem dos parceiros interacionais. Tais estudos apontam para a natureza complexa da aquisição de L2, mas o fazem dentro do paradigma experimental da psicolinguística. Já Larsen-Freeman (2006), demonstra que a fluência, a precisão e a complexidade desenvolvem-se com o tempo, com alto grau de variabilidade, dentro do paradigma da Teoria da Complexidade. Em viés semelhante, Paiva (2011) observa que os sistemas de Aquisição de Segunda Língua (ASL) são auto-organizáveis. Esses trabalhos, no entanto, não abordaram aprendizes de L2 com proficiência inicial, como pretendo fazer aqui. Tendo como referenciais teóricos a Teoria da Complexidade e a Linguística Cognitiva, o presente trabalho apresenta um estudo de caso, qualitativo-interpretativista, com nuances quantitativos, que discute os processos de adaptação que emergiram na expressão oral de um grupo de aprendizes iniciantes de inglês como língua adicional no contexto vocacional. Parte do entendimento de que na sala de aula vários (sub)sistemas complexos coocorrem, covariando e coadaptando-se em diferentes níveis. A investigação contou com dados transcritos de três avaliações coletados ao longo de 28 horas de aula, no domínio ENTREVISTA DE EMPREGO. Após observar a produção oral das aprendizes, criei uma taxonomia para categorizar as adaptações que ocorreram na sintaxe, semântica, fonologia e pragmática da língua-alvo. Posteriormente organizei as categorias em níveis de prototipicidade (ROSCH et al, 1976) de acordo com as adaptações mais frequentes. Finalmente, avaliei a inteligibilidade de cada elocução, classificando-as em três níveis. A partir desses dados, descrevi como a prática oral dessas participantes emergiu e se desenvolveu ao longo das 28 horas. Os achados comprovam uma das premissas da Linguística Cognitiva ao mostrarem que os níveis de descrição linguística funcionam conjuntamente em prol do sucesso comunicacional. Além disso, demonstram que a função do professor, como discutem LARSEN-FREEMAN e CAMERON (2008), não é gerar uniformidade, mas sim oportunizar vivências que estabeleçam continuidade entre o mundo, o corpo e a mente / In the field of second and foreign language learning, research on oral communication development has been demonstrating that it is a multi-dimensional phenomenon. Nakatani (2010) showed that the ability to use communicative strategies is related to linguistic performance and learners proficiency level; Kang, Rubin and Pickering (2010) affirmed that learners phonology affects perception over proficiency and intelligiblity; Hewitt and Stephenson (2011), as well as Ahmadian (2012), contended that individual psychological conditions interfere in the quality of production. Escribano (2004) suggested that contextual knowledge is essential to conceptualization; Gao (2011) pointed out the benefits of an approach based on conceptual metaphors (LAKOFF and JOHNSON, 1980), dual coding (CLARK and PAIVIO, 1991), and image schemas (LAKOFF, 1987); Ellis and Ferreira-Junior (2009) demonstrated that constructions exhibit priming and recency effects, which influence participants language use. These studies together instantiate the complex nature of L2 acquisition on the experimental psychology paradigm. In the scope of Complexity Theory, Larsen-Freeman (2006) demontrated that fluency, accuracy, and complexity increase over time, despite exhibiting high individual variability. By the same token, Paiva (2011) observed that SLA systems are self-organisable. Nevertheless, none of the above-mentioned studies addressed beginners, as we intend to do herein. By overlapping Complexity Theory and Cognitive Linguistics, we present a case study, with sprinkles of quantification, in order to specifically discuss the adaptation processes that emerged from the oral practice of a group of six English beginner female learners (n=6) in the vocational context. We understand that several complex (sub-) systems co-occur in the classroom, covarying and coadapting in different levels. The investigation counted on transcribed data (ATKINSON and HERITAGE, 1984) from three oral evaluations collected over 28 class hours, in the JOB INTERVIEW domain. After observing the learnersoral production, we created a taxonomy to categorise the adaptations that emerged in target language syntax, meaning, fonology and pragmatics. Later, we displayed the categories in prototype levels (ROSCH et al, 1976) in terms of frequency. Finally, we classified the inteligibility of each learners utterance in three levels. By means of these data, we were able to describe how participants oral expression emerged and evolved over 28 hours. The results reaffirm one of Cognitive Linguistics premises when showing that language description levels work jointly in favor of communicative success; and demonstrate that the teacher, rather than generate uniformity, ought to give rise to learning opportunities that provides a continuum between the world, the body and the mind, as discussed by Larsen-Freeman e Cameron (2008)

The syllabi for the subject English in both Swedish compulsory and upper secondary school state in the core content for English that it should provide the opportunity to learn how to use linguistic strategies in speech, i.e. oral communication strategies. However, we as teachers are not informed by these documents what oral communication strategies are and which ones are to be preferred. For this reason, we as future teachers of English, posed the following research questions: What are oral communication strategies according to the literature, and how are these assessed in terms of being positive and negative strategies? According to research what factors correlate with strategy use, and what are the potential pedagogical implications for the Swedish school context? To answer these questions, we have read and analyzed fourteen different empirical studies regarding communication strategies. The first question was answered by analyzing the empirical studies and relevant theory. We found various definitions in our studies, stemming from different theoretical perspectives. However, they all define oral communication strategies as serving the purpose of furthering interaction. Furthermore, by comparing the definitions in the Swedish syllabi for English and the Common European Framework of Reference for Languages to our literature, we were able to answer the second part of the first question. The literature shows that there is a preference for achievement strategies over avoidance or reduction strategies. To answer the first part of the second question, some studies indicated a positive correlation between strategy use and the level of proficiency. Regarding pedagogical implications, some studies indicate that explicit strategy training has a positive effect on oral performance. Drawing on the results of these studies and the theoretical framework provided, we conclude that achievement strategies are to be preferred and that they should be taught explicitly.

No description available.

L'objectif de la présente étude était d'examiner l'utilisation des stratégies communicatives (SC) dans les interactions verbales entre apprenants de français langue étrangère dans le secondaire. À cette fin, un corpus contenant les interactions verbales de 36 apprenants de français de quatre écoles secondaires différentes du Royaume-Uni a été sélectionné et analysé pour les SC, en s'appuyant sur la taxonomie de Dörnyei et Scott (1997) utilisant une optique interactionniste. Les résultats révèlent que les apprenants ont utilisé principalement des stratégies indirectes, notamment des mots de remplissage et des auto-répétitions, afin de gagner du temps pour réfléchir et maintenir la conversation. Des stratégies directes ont également été fréquemment utilisées, en particulier l'auto-correction et le passage à une première langue (L1) partagée. L'auto-correction a principalement servi à ajuster le message pour atteindre et améliorer le sens partagé, tandis que le passage à la L1 était généralement utilisé pour atténuer les difficultés de communication et établir une relation avec les interlocuteurs sur la base d'une L1 partagée. Il est à noter que les stratégies interactionnelles, en particulier les questions en langue seconde (L2), n’étaient pas souvent présentes dans les interactions. Cela met en évidence la nécessité d'un enseignement plus explicite, en particulier en ce qui concerne des stratégies interactionnelles, afin que les apprenants soient capables de négocier le sens en posant des questions et en clarifiant le problème, de parvenir à un sens partagé et de soutenir une conversation en L2 sans avoir à recourir à la L1. / The aim of the current study was to examine the use of communication strategies in verbal interactions between secondary students of French as a Foreign language. To this end, a corpus containing the verbal interactions of 36 secondary students of French from four different high schools in the UK, was selected and scanned for communication strategies, drawing on Dörnyei and Scott’s taxonomy (1997) employing an interactionist lens. Findings reveal that students used mostly indirect strategies, notably filler words and self-repetitions in order to gain time to think and to maintain the conversation. Direct strategies were also employed frequently, in particular self-correction and code-switch, the change to a shared first language (L1). Self-correction served mainly the purpose of adjusting the message to achieve and enhance shared meaning, while the switch to the L1 was usually employed to alleviate communication difficulties and establish a relationship with the speaking partners based on a shared L1. It is noteworthy that interactional strategies, especially questions in the second language (L2), did not feature highly in the interactions. This points to a need for more explicit instruction, particularly in interactional strategies, so that students are able to negotiate meaning by asking questions and clarifying issue, achieve shared meaning and can sustain a conversation in the L2 without having to resort to the L1.

La presente investigación analizará cómo la planificación y aplicación de la comunicación interna de crisis en una empresa de retail es empleada para difundir el plan de reactivación post-cuarentena a sus colaboradores. En la misma se identificarán los factores que influyeron en la elección de la estrategia y el desarrollo de su implementación desde la perspectiva de los comunicadores organizacionales. Para realizar el estudio con un diseño fenomenológico desde un paradigma interpretativo, la técnica de recolección de datos será la entrevista semiestructura. Los informantes de esta investigación serán los líderes del departamento de comunicación interna de la empresa de retail, dedicados al planeamiento e implementación del plan de comunicación, así como a los consultores de su agencia de comunicación interna, encargados de brindar soporte a la implementación del plan de reactivación post-cuarentena. Se realizará un análisis temático para analizar las entrevistas dado que permitirá buscar e identificar temas importantes para la descripción del fenómeno. / This research will analyze how the planning and application of internal crisis communication in a retail company is used to disseminate the post-quarantine recovery plan to its employees. It will identify the factors that influenced the choice of strategy and the development of its implementation from the perspective of organizational communicators. To carry out the study with a phenomenological design from an interpretive paradigm, the data collection technique will be the semi-structured interview. The informants of this investigation will be the leaders of the internal communication department of the retail company, dedicated to the planning and implementing the communication plan, as well as the consultants of its internal communication agency, responsible for providing support to the implementation of the post-quarantine recovery plan. A thematic analysis will be carried out to analyze the interviews given that will seek and identify important topics for the description of the phenomenon. / Trabajo de investigación

Frente al panorama actual de incertidumbre a causa de la pandemia del coronavirus, las organizaciones se han visto obligadas a adaptar sus estrategias y contenidos de comunicación a las altas necesidades de información por parte del público para mantener el compromiso de estos hacia la organización a la que pertenecen. La presente investigación plantea el análisis de la gestión de la comunicación interna corporativa y el clima organizacional para comprender el desarrollo del compromiso laboral de estos en una empresa de fabricación y venta de electrodomésticos. El motivo de esta yace en los recientes hallazgos sobre la relación de la felicidad percibida y generada en el entorno de trabajo y su posible relación con el compromiso de los colaboradores hacia la empresa, así como la relación de la comunicación interna con la construcción de un clima organizacional percibido como positivo. La metodología empleada será cualitativa, ya que se analizará la relación entre la comunicación interna y el clima organizacional, dos aspectos intangibles muy relevantes en cuanto a las relaciones laborales desde la perspectiva de los colaboradores, quien serán los entrevistados. / Faced with the current panorama of uncertainty due to the coronavirus pandemic, organizations have been forced to adapt their communication content and strategies to the high information needs of their different audiences to maintain their commitment to the organization. This research proposes the analysis of the management of corporate internal communication and the organizational climate to understand the development of their work commitment in a company that manufactures and sells household appliances. The reason for this lies in the recent findings on the relationship of happiness perceived and generated in the work environment and its possible relationship with the commitment of employees to the company, as well as the relationship of internal communication with the construction of a positive perceived organizational climate. The methodology used will be qualitative, since the relationship between internal communication and the organizational climate will be analyzed, two highly relevant intangible aspects in terms of labor relations from the perspective of the collaborators, who will be the interviewees. / Trabajo de investigación

El presente estudio analiza cómo la gestión de la comunicación es aplicada por un centro de salud privado en Lima, Perú, para promocionar la salud sexual y reproductiva, y de esta manera, generar cambios más saludables en los conocimientos, actitudes y prácticas de las personas. Se identificarán los medios utilizados para la planeación, gestión y evaluación de la campaña, y los factores que influyeron en su elección. También se analizará el desarrollo de la estrategia de comunicación planeada y la valoración de esta. Para realizar esta investigación con un diseño fenomenológico, y desde un paradigma interpretativo, la técnica de recolección de datos será la entrevista semiestructurada, que mantiene un equilibrio entre la estructura de una conversación guiada y la flexibilidad de poder utilizar un acercamiento creativo para aprovechar la entrevista desde distintos ángulos y enfoques que nos permitan conseguir resultados más fiables y certeros. El análisis de los resultados será temático. Bajo esta perspectiva, se identificarán a mayor detalle los patrones y los temas de mayor importancia en base al análisis de las entrevistas, obteniendo así una mejor comprensión del fenómeno en cuestión. / The present study analyzes how communication management is applied by a private health center in Lima-Peru to promote sexual and reproductive health and, also, contribute to generate healthier changes on people's knowledge, attitudes and practices. The resources applied for the planning and evaluation of the campaign will be identified, along with a justification for their use. The development of the planned communication strategy and its evaluation will also be analyzed. To carry out this research with a phenomenological design, and from an interpretive model, the data collection technique will be the semi-structured interview, which maintains a balance between the structure of a guided conversation and the flexibility to use a creative approach to take advantages of variety of angles and perspectives which will allow us to achieve more reliable and accurate results. The analysis of the results will be thematic. Through this perspective, it will be able to identify in greater detail the most important patterns and themes based on the analysis of interviews, thus getting a better understanding of the phenomenon in question. / Trabajo de investigación

La presente investigación analiza cuáles son las herramientas que las organizaciones del sector tecnología gestionan y su funcionalidad como parte de la comunicación interna para brindar una propuesta de valor, con la finalidad de evitar la constante rotación de los colaboradores. Desde la perspectiva del paradigma interpretativo, se optó por un enfoque cualitativo bajo el diseño fenomenológico, el cual permitirá analizar la experiencia del proceso comunicacional en las organizaciones con 15 representantes del área de comunicaciones, recursos humanos y/o gerencia general. / This research analyzes which are the tools that organizations in the technology sector manage and their functionality as part of internal communication to provide a value proposition, in order to avoid constant employee turnover. From the perspective of the interpretive paradigm, a qualitative approach was chosen under the phenomenological design, which allowed analyzing the experience of the communication process in organizations with 15 representatives from the area of ​​communications, human resources and/or general management. / Trabajo de investigación