Made available in DSpace on 2016-04-28T19:33:55Z (GMT). No. of bitstreams: 1 Debora Cristina Longo Andrade.pdf: 5362945 bytes, checksum: 13399e4df96778469696d14adf4d341e (MD5) Previous issue date: 2015-03-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation has as its object of study of contextualization cues on a corpus consisting of notices, written and directed by the teacher to students in the Virtual Learning Environment (VLE), seeking to understand how, in this context, the cues contribute, in the course of interaction, for processing and building meaning of the text. For this purpose, we selected fifteen notices for Written Communication Distance, taught entirely online by a private institution of higher learning in the city of São Paulo. Notices are analyzed on the basis of studies of text and context performed in the fields of Textual Linguistics and Interactional Sociolinguistics. Obtained by methodological procedures focused on a qualitative approach, the results indicate that the contextualization cues in the notices serve as an important strategy for situating students regarding topics of study, establish proximity and student involvement with the activities performed in the distance course / Esta dissertação tem como objeto de estudo pistas de contextualização em um corpus constituído por avisos, escritos pelo professor e dirigidos a alunos, em Ambiente Virtual de Aprendizagem (AVA), procurando compreender de que forma, nesse contexto, as pistas contribuem, no curso da interação, para o processamento e a construção de sentido do texto. Com esse objetivo, foram selecionados quinze avisos do curso de Comunicação Escrita a Distância, ministrado totalmente online por uma instituição privada de ensino superior da cidade de São Paulo. Os avisos são analisados com base em estudos do texto e do contexto realizados nos campos da Linguística Textual e Sociolinguística Interacional. Obtidos por meio de procedimentos metodológicos centrados numa abordagem qualitativa, os resultados indicam que as pistas de contextualização nos avisos funcionam como importante estratégia para situar os alunos quanto aos tópicos de estudo, estabelecer a proximidade e o envolvimento dos estudantes com as atividades realizadas no curso a distância

This study examines the functions of phrases with the word missverstehen in any inflected form in German discussion groups. The corpus consists of about 600 different messages with a phrase containing the verb missverstehen from all kinds of discussion groups speaking the German language. The hypothesis is that those phrases do not always refer to a factual misunderstanding in the communication. There is no such thing as total understanding in communication, since people cannot fully know how other people are thinking. Instead understanding is a social construct. Misunderstanding occurs when a group member cannot interpret a message so that it correlates with what the sender has meant. This understanding contains both the discussed theme as well as the relation between the group members. Relevance occurs when interpretable information is communicated through contextualization cues. Some cues carry information about the discussed theme, others communicate face work. A misunderstanding is caused by missing contextualization cues, i. e. the message is irrelevant. The study shows how the communicators can construct a disagreement as a misunderstanding, which it in turn has an impact on face work. The phrase is then being used together with added contextualization cues in order to construct a common understanding. Thereby the communicators can influence the interaction. This is done in a sequence in the discussion group. Hence the script theory (Schank/Abelson 1977) aims to describe the phenomenon of how a phrase with the word missverstehen can be used for different purposes. One script is defined for each purpose. The difference between the scripts is being maintained by the contextualization cue that carries the information about how the relations between group members are interacted.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-02-22T12:52:28Z No. of bitstreams: 1 liviamirandadeoliveira.pdf: 1240219 bytes, checksum: df8b995b153391da4b7bc27a011dedee (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-22T14:52:26Z (GMT) No. of bitstreams: 1 liviamirandadeoliveira.pdf: 1240219 bytes, checksum: df8b995b153391da4b7bc27a011dedee (MD5) / Made available in DSpace on 2017-02-22T14:52:26Z (GMT). No. of bitstreams: 1 liviamirandadeoliveira.pdf: 1240219 bytes, checksum: df8b995b153391da4b7bc27a011dedee (MD5) Previous issue date: 2008-05-12 / O objetivo desta pesquisa é investigar como pessoas com afasia não-fluente constroem e negociam identidades em interações face-a-face. Afasia não-fluente é um sintoma de um dano cerebral manifestado através de dificuldades na produção da fala. Através do uso de conceitos derivados da Análise da conversa Etnometodológica e da Sociolingüística Interacional, foi observado como questões relacionadas ao déficit lingüístico se tornam relevantes na fala-em-interação em conversas entre pessoas com e sem afasia não-fluente. O corpus é composto de aproximadamente quinze horas de gravações em audio e video de interações face-a-face. Trinta e dois segmentos representativos em que os participantes se engajam na construção de identidades foram selecionados. Os dados gerados fornecem evidência que mudanças de identidade podem ser vistas como conseqüência das mudanças de papéis provocadas pela afasia. Este estudo de caso revelou que nem todas as pessoas que apresentam afasia projetam a identidade de doente que a sociedade disponibiliza para elas, principalmente se levarmos em conta o fato de as identidades poderem ser projetadas/sustentadas em um espaço público ou privado, isto é, em relacionamentos/atividades dentro e/ou fora do contexto familiar. Uma outra distinção que se mostrou relevante neste estudo diz respeito ao fato de olharmos para a linguagem em uso, fazendo intervir não apenas a competência lingüística como também, ou principalmente, a competência comunicativa. Nesse sentido, os resultados das análises apontam que, apesar do déficit lingüístico, pessoas com afasia podem participar socialmente de conversas com pessoas sem afasia se ambos se mostrarem orientados e perceberem a relevância de recursos paralingüísticos ou não-lingüísticos na projeção e negociação de identidades sociais e discursivas no curso da interação. / The aim of this research is to investigate how people with non-fluent aphasia construct and negociate identities in face-to-face interactions. Non-fluent aphasia is a symptom of a cerebral damage displayed by difficulties in producing talk. Through the use of concepts derived from Conversational Analysis and Interactional Sociolinguistics, it is observed how issues related to linguistic deficit become relevant in talk-in-interaction in conversations among persons with and without non-fluent aphasia. The corpus is composed of approximately fifteen hours of video and audio recordings of face-to-face interactions. Thirty two representative segments in which participants engage in construction of identities were selected. The generated data provide evidence that challenges to identity may be seen as the consequence of the “unsettled lives” produced by aphasia. This case study showed that it is not all people with aphasia who project the sick person identity that society makes available for them, principally if we consider the fact that identities can be projected/sustained in a private or public space, that is, in relationships/activities into and/or outside familiar context. Another relevant distinction in this study is concerned with the fact that we look for the language in use making intervening with not only the linguistic competence, but also, with the communicative competence. In this way, the results of analysis show that despite linguistic deficit, persons with aphasia can take part, socially, in the conversations with people without aphasia if both show themselves oriented and perceive the relevance of paralinguistics or non-linguistics resources to the discourse and social identities projection and negociation into interaction in progress.