Made available in DSpace on 2016-06-02T20:25:24Z (GMT). No. of bitstreams: 1 6780.pdf: 1944227 bytes, checksum: 728d38b307a6993b63f86412640bac0d (MD5) Previous issue date: 2015-02-19 / Financiadora de Estudos e Projetos / The 1940s is marked by a significant interest in the history of the portuguese language providing for themselves the moment of eruption of the Brazilian linguistic. Although there were already before this period of study, many studies seeking to understand and investigate the language in Brazil especially from the viewpoints grammatical, historical and dialetological and textual criticism, is the publication of Principles of General Linguistics in 1941, of Joaquim Mattoso Câmara Jr., a paradigm shift was seen in the Brazilian language of history and its moment of eruption in this scenario. This work would, strictly speaking, the transition between a traditional linguistic and modern (structural). Over the past few years, such studies in Brazil have grown a lot, we can say that came out of complete anonymity with Mattoso of pioneering work and they arrived, in 2015, as one of the most prolific Brazilian science, given the large number of presentations and publications work relevant events and magazines in the area in Brazil and abroad. The Brazilian linguistic also has little research, especially in the context of discourse studies, seeking to explain the history. Thus, this final work, we aim to investigate the event of reception Course of General Linguistics (CLG) in three Brazilian linguistics manuals: Princípios de Linguística Geral, of Mattoso Câmara Jr.; Fundamentos da Linguística Contemporânea, of Edward Lopes and; finally, Para Compreender Saussure, of Castelar de Carvalho, considering as an object of reflection the concepts of language and speech. Therefore, we anchor our work in theoretical and methodological assumptions of the french orientation of Discourse Analysis. We mobilized, more specifically, the contributions of Jacques Guilhaumou (2009) with respect to event concepts and discursive event of the narrative. We attend a corpus consisting of linguistic manuals published in Brazil from the forties of the last century, seeking to explain and / or didactic of the CLG. We seek to investigate the role that such textbooks assume from the interpretation of the reading of Saussure's Course, contributing in this way to a discursive elucidation of historical paths, beside, how they pass or passed the linguistic practiced in Brazil, as well as analyze the different effects directions created from different narratives produced. / A década de 1940 é marcada por um expressivo interesse pela história da língua portuguesa, o que proporcionou um momento de irrupção da linguística brasileira. Embora já houvesse antes desse período de estudos inúmeras pesquisas que buscavam compreender e investigar a linguagem no Brasil, especialmente, a partir dos mirantes gramatical, histórico-dialetológico e da crítica textual, é com a publicação de Princípios de Linguística Geral, em 1941, de Joaquim Mattoso Câmara Jr., que uma mudança de paradigma se viu na história da linguística brasileira. Essa obra representaria, a rigor, a transição entre uma linguística tradicional e a moderna (estrutural). Ao longo desses últimos anos, tais estudos no Brasil cresceram expressivamente; podemos dizer que saíram do completo anonimato com os trabalhos pioneiros de Mattoso Câmara, chegando em 2015 como uma das ciências brasileiras mais fecundas, haja vista o grande número de apresentações e publicações de trabalhos relevantes em eventos e revistas da área, tanto no Brasil quanto no exterior. A linguística brasileira, entretanto, ainda conta com poucas pesquisas, sobretudo no âmbito dos estudos discursivos, que procuram explicitar a sua história. Desta forma, nesta dissertação de mestrado, objetivamos investigar a recepção do acontecimento Curso de Linguística Geral (CLG) em três manuais de linguística brasileiros: Princípios de Linguística Geral, de Mattoso Câmara Jr.; Fundamentos da Linguística Contemporânea, de Edward Lopes e; por fim, Para Compreender Saussure, de Castelar de Carvalho, considerando como objeto de reflexão os conceitos de língua e fala. Para tanto, ancoramos nosso trabalho nos pressupostos teórico-metodológicos da Análise de Discurso de orientação francesa. Mobilizamos, mais especificamente, as contribuições de Jacques Guilhaumou (2009) no tocante aos conceitos de acontecimento discursivo e de narrativa do acontecimento. Frequentamos um corpus constituído por manuais de linguística publicados no Brasil a partir dos anos quarenta do século XX que buscam explicar e/ou didatizar o CLG. Buscamos investigar o papel que tais manuais assumem a partir da interpretação da leitura do Curso de Saussure, com vistas a contribuir, dessa maneira, para uma elucidação discursiva dos percursos históricos pelos quais passou(a) a linguística praticada no Brasil, assim como analisar os diferentes efeitos de sentidos criados a partir das diferentes narrativas produzidas.

En quoi peut consister l’énonciation dans le sens d’un énoncé ? Telle est l’interrogation à laquelle nous tentons de répondre dans cette thèse. Défendant une approche discursive du sens (Carel 2011, Ducrot 1984), nous nous fixons l’objectif de mettre en lumière une conception de l’énonciation dans cette perspective. Notre défi majeur est ainsi de démontrer, de manière concrète, une énonciation qui n’est pas conçue comme une sorte d’événement du monde relatif à la production d’un énoncé. Il s’agit en effet de cette conception de l’énonciation, d’ailleurs prise pour aller de soi, lorsque la plupart des auteurs (Kleiber 2008, Recanati 2008) interprètent un énoncé contenant une expression déictique tel que « Je suis Français » ou « Il fait chaud ici ». Défendant une approche référentielle du sens, ces auteurs sont amenés à repérer le référent correspondant à l’occurrence du mot « je » ou celle du mot « ici », avec la signification de l’un et l’autre mot prise respectivement comme « celui qui produit l’occurrence de je » et « le lieu où l’occurrence d’ici est produite ». Étant donné qu’un tel repérage du référent implique, de manière inévitable, de chercher dans la production de l’énoncé concerné, l’énonciation se présente ainsi comme extralinguistique et comme l’événement constitué par la production de l’énoncé. En nous appuyant, non sans une certaine liberté, sur les travaux respectifs de Benveniste (1966) et de Ducrot (1984), nous nous proposons de dresser le portrait d’une autre conception de l’énonciation qui relève plutôt du système linguistique lui-même, à la différence de celle dépendant ainsi de l’univers extralinguistique. À partir d’un fondement sémantique dégagé des travaux de ces deux auteurs, ainsi que des éléments que nous développons sur cette base, nous faisons des analyses portant essentiellement sur les marques de pronoms, afin d’illustrer la conception de l’énonciation que nous défendons. Qu’il s’agisse de l’analyse comparative entre « Je sais que p » « Tu sais que p » « Elle sait que p », ou celle entre « Je suis beau » « Tu es beau » « Il est beau », nos analyses impliquent donc certaines conséquences. D’une part, elles démontrent que les marques de pronoms peuvent comporter une valeur sémantique qui n’est pas relative à la référence ni à l’énonciation entendue comme un événement extralinguistique. D’autre part, elles permettent de voir que l’on peut rendre compte de ces éléments de sens non référentiels avec le cadre, inspiré de ces deux auteurs, que nous nous efforçons d’établir. / How to understand “enunciation” in the meaning of an utterance? This is the question we are trying to answer in this thesis. Defending a discursive approach to meaning (Carel 2011, Ducrot 1984), we set ourselves the objective of bringing light to a conception of enunciation in this perspective. Our major challenge, as a result, is to demonstrate with tangible illustrations an enunciation that is not conceived as a kind of “world event” relating to the production of an utterance. As we know, it’s about this conception of enunciation, taken for granted, when most authors (Kleiber 2008, Recanati 2008) interpret an utterance containing a deictic expression such as "I am French" or "It's hot here". Mostly defenders of the referential approach to meaning, these authors pick up the referent corresponding to the occurrence of the word "I" and that of the word "here", with the meaning of these two words taken respectively as "the one that produces the occurrence of I" and "the place where the occurrence of here is produced". Given that such an identification of the referent involves, inevitably, a look at the production of the utterance concerned, the enunciation thus appears extralinguistic and as the event constituted by the production of the utterance. Based on Benveniste (1966) and Ducrot (1984) respectively, though not without certain inspiration of our own, we try to sketch the outline of another conception of enunciation, which is the one that comes rather from the linguistic system itself, unlike the one that is dependent on the extralinguistic context. In order to illustrate this conception of enunciation, we conduct analyses mostly on pronouns, and the semantic foundation is drawn from the works of these two authors, as well as from the elements that we develop on this basis. In fact, whether it’s the comparative analysis between "I know that p" "You know that p" "She knows that p" or the one between "I'm beautiful" "You're beautiful" "He's (It’s) beautiful", our descriptions do entail consequences. On the one hand, they show that pronouns can have a semantic value that is neither relative to the reference nor to the enunciation taken as an extralinguistic event. On the other hand, our analyses show that we can account for the non-referential elements of meaning with the frame, inspired by these two authors, that we strive to develop.

科学研究費補助金 研究種目:基盤研究(C) 課題番号:15520248 研究代表者:松沢 和宏 研究期間:2003-2005年度

<p>The present study investigates lexical similarity perceptions by students of Swedish as a foreign language (L3) with a good yet non-native proficiency in English (L2). The general theoretical framework is provided by studies in transfer of learning and its specific instance, transfer in language acquisition.</p><p>It is accepted as true that all previous linguistic knowledge is facilitative in developing proficiency in a new language. However, a frequently reported phenomenon is that students see similarities between two systems in a different way than linguists and theoreticians of education do. As a consequence, the full facilitative potential of transfer remains unused.</p><p>The present research seeks to shed light on the similarity perceptions with the focus on the comprehension of a written text. In order to elucidate students’ views, a form involving similarity judgements and multiple choice questions for formally similar items has been designed, drawing on real language use as provided by corpora. 123 forms have been distributed in 6 groups of international students, 4 of them studying Swedish at Level I and 2 studying at Level II. </p><p>The test items in the form vary in the degree of formal, semantic and functional similarity from very close cognates, to similar words belonging to different word classes, to items exhibiting category membership and/or being in subordinate/superordinate relation to each other, to deceptive cognates. The author proposes expected similarity ratings and compares them to the results obtained. The objective measure of formal similarity is provided by a string matching algorithm, Levenshtein distance.</p><p>The similarity judgements point at the fact that intermediate similarity values can be considered problematic. Similarity ratings between somewhat similar items are usually lower than could be expected. Besides, difference in grammatical meaning lowers similarity values significantly even if lexical meaning nearly coincides. Thus, the obtained results indicate that in order to utilize similarities to facilitate language learning, more attention should be paid to underlying similarities.</p>

The present study investigates lexical similarity perceptions by students of Swedish as a foreign language (L3) with a good yet non-native proficiency in English (L2). The general theoretical framework is provided by studies in transfer of learning and its specific instance, transfer in language acquisition. It is accepted as true that all previous linguistic knowledge is facilitative in developing proficiency in a new language. However, a frequently reported phenomenon is that students see similarities between two systems in a different way than linguists and theoreticians of education do. As a consequence, the full facilitative potential of transfer remains unused. The present research seeks to shed light on the similarity perceptions with the focus on the comprehension of a written text. In order to elucidate students’ views, a form involving similarity judgements and multiple choice questions for formally similar items has been designed, drawing on real language use as provided by corpora. 123 forms have been distributed in 6 groups of international students, 4 of them studying Swedish at Level I and 2 studying at Level II.  The test items in the form vary in the degree of formal, semantic and functional similarity from very close cognates, to similar words belonging to different word classes, to items exhibiting category membership and/or being in subordinate/superordinate relation to each other, to deceptive cognates. The author proposes expected similarity ratings and compares them to the results obtained. The objective measure of formal similarity is provided by a string matching algorithm, Levenshtein distance. The similarity judgements point at the fact that intermediate similarity values can be considered problematic. Similarity ratings between somewhat similar items are usually lower than could be expected. Besides, difference in grammatical meaning lowers similarity values significantly even if lexical meaning nearly coincides. Thus, the obtained results indicate that in order to utilize similarities to facilitate language learning, more attention should be paid to underlying similarities.