Johanson (2003: 274) refers to the grammatical categories of evidentiality found in Turkiclanguages as indirectivity, characterised “by reference to its reception by a conscious subject”.The East Old Turkic post-terminal verbal item in -miš and copula particle in ermiš are theoldest known markers of indirectivity in Turkic and have been morphologically preserved inthe West Oghuz languages. However, the topic of indirectivity in Azeri seems to have beentouched upon very sparingly in previous empirical studies. For instance, there seem to be nostudies that acknowledge the discursive context in examining the marking of indirectivity inAzeri. This thesis adopts a qualitative, corpus-linguistic discourse-analytical perspective toanalyse the functions of the verbal inflectional suffixes {-mỊš}/{-(y)ỊB-DỊ(r)} and the copulaparticle {Ị-mỊš}, and their possible indirective uses or connotations, as well as other strategiesfor marking of indirectivity, in various discourse types in speech corpora from the Azerispeaking regions of Urmia, Ardabil, and Zanjan in Iran. The analysis illustrates how the givenmarkers acquire different functions in different discourse contexts and may be used tosignalise indirectivity in Azeri. It also shows how certain lexical expressions may be used toencode and strengthen indirective readings. As such, the results of this study can be useful asa point of departure for further research in the area.

Made available in DSpace on 2016-04-28T18:22:14Z (GMT). No. of bitstreams: 1 Fernanda Zanelato Oliveira dos Santos.pdf: 859771 bytes, checksum: a8247590b14991d990774fa0a5515adf (MD5) Previous issue date: 2010-10-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The subordinating adverbial clauses have been studied taking into account its syntactic function, that is, its structure (the concept of a subordinating clause). In this approach, there is a main clause and another one, which is subordinate to that generally through a number of subordinating conjunctions. However, its discourse functions, that is, what these clauses are for, have not been widely researched. In this context, this research focuses on the subordinating adverbial clause, broadly speaking, the condition in clauses started, not necessarily, by conditional subordinating conjunctions, including the condition without indication by means of connectors which herein will be called conditional construction (henceforth, CC) and the discourse functions performed by them in interlocutions that took place in interviews documented by Projeto de Estudo da Norma Lingüística Urbana Culta do Brasil (NURC), by Castilho and Preti (1986). The CCs are traditionally considered as constituted by two parts: the so-called subordinating adverbial clause and the main clause (Bechara,1969). On the other hand, Moura Neves (1999), studying the CCs from the logical-semantic point of view, says that, inside a CC the subordinate proposition is commonly called protasis and the main clause apodosis. According to Ikeda (2002), apud van der Auwera (1997), the CCs have been researched by the western linguistics for more than fifty years, being Bolinger (1952) its precursor. According to Bloor (1998), the CCs have aroused great discussions among several fields of study. Thus, it has been so in the philosophy field (JACKSON, 1991); linguistics (discourse analysis) (HORSELLA; SINDERMANN, 1992); law (CRYSTAL; DAVY, 1969); economics (MEAD; HEDERSON, 1983; PINDI; PINDI,1987). The study of the CCs is important as it involves questions concerning persuasion currently considered one of the most important language functions especially the ones done implicitly. The CCs perform discourse functions such as (i) the constraint of the development of the message in the clause (HAIMAN, 1978), through the topicalization function (ii) the creation of 'possible worlds' (FAUCONNIER, 1985; 1997 apud DANCYGIER; SWEETSER, 2000); (iii) assuaging of face-threatening acts (BLOOR, 1998); (iv) epistemic or deontic modalization (AUER, 2000), (v) appraisal in CC proposals (AUER, 2000) and (vi) summary/repetition (AUER, 2000). More recent literature cites different types of CCs, among normal CCs and pragmatic CCs (MAZZOLENI, 1994), the latter subdivided into four types: thematic, the Dutch sentence, imperative, the act of speech to which Dancygier e Sweetser (1996, 2000) added one more: metalinguístic. The current research aims to examine the interlocutions within the oral mode in order to check the types of CCs, their expression (whether explicit or implicit; whether placed before or after the main clause) and the discourse functions that the CCs perform in such context. Therefore, it must answer the following questions: (a) What types of CCs are found in oral interlocutions? (b) How is the Condition realized in these interlocutions? (c) Which discourse functions are realized by the CCs? To analyze the CCs in the interview, we will refer to Thompson and Longacre´s typological classifications (1985) and Mazzoleni´s (1994); as for discourse functions, we rely on Haiman (1978), Fauconnier (1985; 1997) e Auer (2000), among others / As orações subordinadas adverbiais têm sido estudadas em sua função sintática, isto é, na sua estrutura (o 'o que é' uma oração subordinada). Nesse enfoque, há uma oração principal e uma outra, que se subordina àquela, em geral através de conjunções subordinativas. Porém as suas funções discursivas, (i.é, o 'para que servem' essas orações) não têm sido objeto de muita pesquisa. Nesse contexto, esta pesquisa enfoca a oração subordinada adverbial condicional, ou em termos mais amplos, a condição em orações não necessariamente iniciadas por conjunção subordinativa condicional - que chamaremos de 'construção condicional' (doravante, CC) e as funções discursivas por ela exercidas em interlocuções ocorridas em entrevistas documentadas pelo Projeto de Estudo da Norma Linguística Urbana Culta do Brasil (NURC), de Castilho e Preti (1986). As CCs são tradicionalmente consideradas como constituídas por duas partes: a chamada oração subordinada adverbial condicional e a oração principal (BECHARA,1969). Por outro lado, Moura Neves (1999), estudando as CCs1 do ponto de vista lógico-semântico, diz que, dentro de uma CC a proposição subordinada é tradicionalmente chamada prótase e a principal é chamada apódose. De acordo Ikeda (2002), que cita van der Auwera (1997), as CCs vêm sendo pesquisadas na linguística ocidental há mais de meio século, tendo sido seu estudo iniciado por Bolinger (1952). Segundo Bloor (1998), as CCs têm atraído ampla discussão em vários campos de estudos. Assim tem sido na filosofia (JACKSON, 1991); na linguística (análise do discurso) (HORSELLA; SINDERMANN, 1992); em direito (CRYSTAL; DAVY, 1969); na economia (MEAD; HEDERSON, 1983; PINDI,1987). O estudo das CCs é importante por envolver questões relacionadas à persuasão - hoje considerada uma das funções mais importantes da língua - em especial a que se faz implicitamente. As CCs servem a funções discursivas como as de: (i) restrição do desenvolvimento da mensagem na oração (HAIMAN, 1978), através da função de topicalização; (ii) criação de 'mundos possíveis' (FAUCONNIER, 1985; 1997 apud DANCYGIER; SWEETSER, 2000); (iii) amenização da ameaça à face (BLOOR, 1998); (iv) modalização epistêmica ou deôntica (AUER, 2000), (v) avaliação em CCs pospostas (AUER, 2000) e (vi) resumo/repetição (AUER, 2000). A literatura mais recente cita diferentes tipos de CCs, distribuídas entre CCs normais e pragmáticas (MAZZOLENI, 1994), estas últimas subdivididas em quatro tipos: temática, sentença do holandês , imperativa, do ato de fala aos quais Dancygier e Sweetser (1996, 2000) acrescentam mais um: metalinguística. A presente pesquisa visa a examinar as interlocuções na modalidade oral a fim de verificar os tipos de CCs, sua expressão (se explícita ou implícita; se prepostas ou pospostas à oração principal) e as funções discursivas que as CCs exercem nesse contexto. Para tanto, deve responder às seguintes perguntas de pesquisa: (a) Que tipos de CCs ocorrem nas interlocuções orais? (b) Como é realizada a condição nessas interlocuções? (c) Que funções discursivas são realizadas pela condição? Para a análise das CCs na entrevista, recorremos às classificações tipológicas de Thompson e Longacre (1985) e de Mazzoleni (1994); quanto às funções discursivas, apoiamo-nos em Haiman (1978), Fauconnier (1985; 1997 apud DANCYGIER; SWEETSER, 2000) e Auer (2000), dentre outros

This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully. / PhD Doctorate