published_or_final_version / Linguistics / Doctoral / Doctor of Philosophy

Orientadora: Angélica Terezinha Carmo Rodrigues / Banca: Ana Carolina Sperança Criscuolo / Banca: Cristina dos Santos Carvalho / Banca: Odilon Helou Fleury Curado / Resumo: Neste trabalho apresentamos uma proposta didático-pedagógica para o tratamento das orações principais em períodos compostos por subordinação (construções completivas). Investigamos o tratamento dado às orações principais em livros didáticos, partindo-se da premissa de que há uma deficiência na abordagem destas orações, uma vez que são focalizadas apenas as orações subordinadas (quanto à função sintática que exercem em relação à oração principal). A motivação para essa pesquisa é a problemática que envolve o ensino de gramática nas salas de aula. Para desenvolver nossa análise, organizamos um córpus formado por livros didáticos mais "antigos" (anteriores aos PCN) e outros mais atuais (posteriores aos PCN), buscando demonstrar que houve uma melhora na elaboração de atividades destinadas ao estudo das orações subordinadas substantivas, embora ainda encontremos modelos presos à análise tradicional. A partir de uma abordagem funcionalista da língua, com base em estudos de Castilho (2012) e Neves (2001), discutimos o estatuto semântico-pragmático dessas orações, propondo uma abordagem mais significativa da sintaxe em sala de aula / Abstract: In this work, we present a didactic-pedagogic proposal for the treatment of main clauses in subordinate sentences (completive constructions). We investigated the treatment given to main clauses in textbooks, starting from the premise that there is a deficiency in addressing these sentences, since textbooks are focused only on subordinate clauses (concerning the syntactic function they fulfill in relation to the main clause).This research was motivated by problems related to grammar teaching in the classroom. To develop our analysis, we organized a corpus made up of older textbooks (previous to PCNs) and other more current (after to PCNs), in order to to demonstrate that there was an improvement in the development of activities designed to study the substantive subordinate clauses, although we still find models stuck to traditional analysis. From a functionalist approach to language, based on studies of Castilho (2012) and Neves (2001), we discussed the semantic-pragmatic status of main clauses in complex sentences, proposing a more meaningful approach to syntax in the classroom / Mestre

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The thesis extends the use of systemic functional linguistics (SFL) to describe and analyse the semiotic systems beyond language by providing a detailed and systematic approach to the description of multimodal hypertext systems. The thesis uses a social semiotic approach to the text in order to develop an analytical framework for the description of hypertext through the two dimensions of rank and metafunction. This approach is employed to describe, assess and evaluate the pathways that student user groups construct using hypertext resources during a task-based information search session. The resources realised at the ranks of element, screen and pathway are described across four metafunctions: Representational, Interactive, Compositional and Logical. The data which forms the basis of the thesis was collected from a Year 4-5-6 classroom in a primary school in Sydney, Australia. The substantive contributions of this thesis detail the resources of the hypertext analytical framework. / Doctor of Philosophy (PhD)

This thesis is concerned with the description of Yulu, a language which has not previously been subjected to modern linguistic analysis. Thus this thesis has two important aspects. Firstly, however remote a Language, its description adds a valuable contribution to linguistic knowledge. Secondly, its description tests the validity of linguistic theories in general and the theory used in this work in particular; as a linguist should not only be able to describe one universal but any number of parallel universes of speech-phenomena, namely different languages or dialects or even idiolects. Since the theory has been instrumental in describing the phonological system of Yulu in a consistent and adequate manner, it has once again proved its usefulness as a 'general' linguistic theory. The theory applied is that of Professor J. W. F. Mulder and is a sub-component of his 'Axiomatic Functionalist Linguistics'. This thesis is divided into three parts. Part I, dealing with the theoretical background, comprises twelve chapters, of which the first four provide an introduction to the basic principles of axiomatic functionalism. The remaining eight chapters introduce the theoretical notions of phonological theory and analysis as practised by axiomatic functionalists. Chapter I deals with the axiomatic functionalist principle of maintaining a strict distinction between the linguistic theory, linguistic descriptions, and the speech-phenomena and also with the basic criteria for evaluating both the linguistic theory and linguistic descriptions. Chapter II, dealing with the 'hypothetico-deductive Method', explains the philosophical principles underlying the axiomatic functionalist approach, Chapter III deals with 'The origin and scope of the theory'. Chapter IV explains the definition of 'language' as "a semiotic system with a 'double articulation'" (Mulder 1968). Chapter V covers 'The domain of phonology'; Chapter VI 'The notion "phoneme" as defined in axiomatic functionalism'; Chapter VIII 'The "abstract" approach to phonology'; Chapter VIII is concerned with 'Identity and distinctive function of a phoneme'; Chapter IX with 'Phonematics'; Chapter X with 'Neutralization' and 'archiphoneme'; Chapter XI with 'phonemes and their realizations (allophony)'; and Chapter XII with 'Phonotactics’. Part II, consists of one basic chapter, and is intended to give general background information about Yulu - the language whose phonological analysis we are concerned with in this thesis. Part III, dealing with the actual phonological analysis consists of five chapters. Chapter I deals with 'The phonemes of Yulu and their realizations'; Chapter II 'Neutralization' and 'Concord'; Chapter III 'Classificatory calculus in Yulu'; Chapter IV 'Phonotactic distribution in Yulu'; and Chapter V 'The tones of Yulu'.

Thesis (doctoral)--Macquarie University, 2002.

Thesis (Ph.D.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 210-218.

Thesis (PhD)--Macquarie University, School of English, Linguistics and Media, Department of Linguistics, 2003. / "May 2002" Bibliography: p. 399-419.

Made available in DSpace on 2016-03-07T19:21:08Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-08-12. Added 1 bitstream(s) on 2016-03-07T19:25:03Z : No. of bitstreams: 1 000854833.pdf: 2432185 bytes, checksum: fa3bd552598ced38c38a3ca97848c830 (MD5) / Neste trabalho apresentamos uma proposta didático-pedagógica para o tratamento das orações principais em períodos compostos por subordinação (construções completivas). Investigamos o tratamento dado às orações principais em livros didáticos, partindo-se da premissa de que há uma deficiência na abordagem destas orações, uma vez que são focalizadas apenas as orações subordinadas (quanto à função sintática que exercem em relação à oração principal). A motivação para essa pesquisa é a problemática que envolve o ensino de gramática nas salas de aula. Para desenvolver nossa análise, organizamos um córpus formado por livros didáticos mais antigos (anteriores aos PCN) e outros mais atuais (posteriores aos PCN), buscando demonstrar que houve uma melhora na elaboração de atividades destinadas ao estudo das orações subordinadas substantivas, embora ainda encontremos modelos presos à análise tradicional. A partir de uma abordagem funcionalista da língua, com base em estudos de Castilho (2012) e Neves (2001), discutimos o estatuto semântico-pragmático dessas orações, propondo uma abordagem mais significativa da sintaxe em sala de aula / In this work, we present a didactic-pedagogic proposal for the treatment of main clauses in subordinate sentences (completive constructions). We investigated the treatment given to main clauses in textbooks, starting from the premise that there is a deficiency in addressing these sentences, since textbooks are focused only on subordinate clauses (concerning the syntactic function they fulfill in relation to the main clause).This research was motivated by problems related to grammar teaching in the classroom. To develop our analysis, we organized a corpus made up of older textbooks (previous to PCNs) and other more current (after to PCNs), in order to to demonstrate that there was an improvement in the development of activities designed to study the substantive subordinate clauses, although we still find models stuck to traditional analysis. From a functionalist approach to language, based on studies of Castilho (2012) and Neves (2001), we discussed the semantic-pragmatic status of main clauses in complex sentences, proposing a more meaningful approach to syntax in the classroom

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