published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics

Made available in DSpace on 2016-04-28T18:23:11Z (GMT). No. of bitstreams: 1 Regina Braz da Silva Santos Rocha.pdf: 4959503 bytes, checksum: 314e475c249ebae91d0792e01da745c9 (MD5) Previous issue date: 2015-11-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In this thesis, it is considered possible to build didactic practices for the teaching and learning of language in use, in which not only linguistic structures are taken into account, but also the construction of meaning in the context of utterance, promoting a reflection and contributing to the formation of readers and text writers. The overall objective, therefore, is to develop teaching practices for the teaching and learning of language in use, through a dialogical perspective, focusing on the improvement of reading and text productions of students in high school. Two general questions were formulated to guide the research: (1) What theoretical and methodological aspects are needed in the construction of didactic practices, aimed at high school, focusing on the teaching and learning of language in use, based on the dialogical theory of Bakhtin and the Circle? (2) How a didactic practice focusing on language usage can contribute to the teaching and learning of reading and text production? From these matters, the Portuguese language teaching in Brazil was constituted as the research object. To track the memory of this object, first, the theoretical and methodological conceptions of Bakhtin and the Circle are presented, considering the concept of interaction, utterance, discursive genre, style and expressiveness. Second, from the organization of a corpus made up of official documents, grammatical studies and textbooks from different periods, the memory of the object is recovered, showing the main traditions, especially with regard to the grammar teaching. Given this tradition, it is proposed the production of two didactic practices that consider the approach to a major grammar topic, the noun, for the purpose of dialoguing with the activities from the contemporary materials that were analyzed. From that, in answer to the first general question, it is understood that it is necessary to build a teaching practice focusing on the utterance, the concrete, the real, the sense, the movement, the unique, the event. In answer to the second general question, the process of teaching and learning language in use needs to be associated with the expressiveness issues, with the reading and the text production, in order to make the student an agent of language, using it in diverse human activities. In the didactic practices that were produced, the aim was to stimulate students´ critical potential from the observation of some features of the language in use in the texts taken as the objects of study. The conclusion is that it is no longer a question of teaching reading, text production and grammar, but of connecting these practices to the movements of reply and active understanding, to the significant questions that reveal ideological marks, values, positions. It is not possible to treat the language just through modeling processes, focusing on general regularities (in the sense of regularity of a discursive genre), but it is important to build didactic practices in which the active understanding is mobilized. In this process, teaching and learning language in use puts in dialogue linguistic, stylistic and discursive elements in the dialogical construction of knowledge, which considers the "living word" in Bakhtin's sense of the term / Nesta tese, considera-se possível construir práticas didáticas para o ensino-aprendizagem da língua em uso, nas quais não se trabalhem somente estruturas linguísticas, mas se promova uma reflexão sobre a construção de sentido no contexto da enunciação, contribuindo para a formação de leitores e produtores de textos. O objetivo geral, portanto, é elaborar práticas didáticas para o ensino-aprendizagem da língua em uso, na perspectiva dialógica, com foco no aprimoramento da leitura e da produção de textos de jovens no ensino médio. Foram formuladas duas questões gerais para nortear a pesquisa: (1) Que aspectos teórico-metodológicos são necessários na construção de práticas didáticas, destinadas ao ensino médio, com foco no ensino-aprendizagem da língua em uso, embasada pela teoria dialógica de Bakhtin e o Círculo? (2) De que modo uma prática didática com foco na língua em uso pode contribuir para o ensino-aprendizagem de leitura e produção de textos? A partir dessas questões, constituiu-se o ensino de língua portuguesa no Brasil como objeto de pesquisa. Para rastrear a memória desse objeto, primeiramente, apresentam-se as concepções teórico-metodológicas de Bakhtin e o Círculo, considerando os conceitos de interação, enunciado concreto, gênero do discurso, estilo e expressividade. Em segundo lugar, a partir da organização de um corpus, constituído por documentos oficiais, estudos gramaticais e obras didáticas de diferentes épocas, recupera-se a memória do objeto constituído, apresentando as principais tradições instauradas, no que se refere, sobretudo, ao ensino de gramática. Diante dessa tradição, propõe-se a produção de duas práticas didáticas que consideram a abordagem de um tópico gramatical principal, o substantivo, com a finalidade de dialogar com atividades dos materiais didáticos contemporâneos analisados. A partir disso, em resposta à primeira questão geral, entende-se que é necessário construir uma prática didática tendo como foco o enunciado, o concreto, o real, o sentido, o movimento, o singular, o único, o acontecimento. Em resposta à segunda questão geral, o ensino-aprendizagem da língua em uso precisa articular-se às questões de expressividade, à leitura e à produção de texto, com a finalidade de tornar o aluno um agente da linguagem, que usa a língua em diversificadas atividades humanas. Nas práticas didáticas produzidas, visa-se estimular o potencial reflexivo do aluno a partir da observação de alguns recursos da língua em uso nos textos-enunciados tomados como objetos de estudo. Conclui-se que não se trata mais de ensinar leitura, produção de texto e gramática, mas sim de relacionar essas práticas aos movimentos de réplica e compreensão ativa, às questões expressivas que revelam marcas ideológicas, valores, posições. Não é possível tratar apenas a língua em processos de modelização, com foco em regularidades genéricas (no sentido de regularidades de um gênero discursivo), mas é importante construir práticas didáticas em que a compreensão ativa seja mobilizada. Nesse processo, o ensino-aprendizagem da língua em uso coloca em diálogo elementos linguísticos, estilísticos, discursivos na construção dialógica do conhecimento, que considera a palavra viva no sentido bakhtiniano do termo

There are many different perceptions when it comes to teachers’ instructional language choice in the EFL classroom. Some argue for maximum use of the target language while others believe that judicious use of the L1 can benefit the students’ second language learning. The aim of this study is to investigate what research says about teachers’ target language use and first language use in upper level EFL classrooms, as well as teachers’ attitudes and beliefs regarding the choice of instructional language. The findings from this systematic literature review show that teachers mainly used L1 to save time, to explain grammar and vocabulary and to create a positive classroom atmosphere. Furthermore, the results also showed that teachers’ choice to use L1 heavily depended on students’ level of proficiency. Lastly, the results indicate that teachers not always use the L1 for pedagogical reasons, but in many cases for pragmatical reasons, individual beliefs and out of concern for students’ well-being.

Tidigare forskning har visat samband mellan språkanvändning och den uppfattning som kvinnor själva och samhället har om våld och övergrepp. Kvinnor som har blivit utsatta för våld och övergrepp möter ofta misstro och skuldbeläggande från omgivningen, vilket leder till att de inte blir trodda och att förövaren i många fall inte döms. I detta arbete undersöks hur en viss språkanvändning framställer våld och övergrepp på ett sätt som bland annat skuldbelägger offret, och vilka konsekvenser den språkanvändningen får. Metoden för arbetet är diskursanalys, och består av en textgranskning av domar från en svensk tingsrätt. Resultaten visar att rätten beskriver våld och övergrepp på ett sätt som leder till konsekvenser som att våldet döljs, förövarens ansvar minskas samt att offret skuldbeläggs. Resultatet leder till förslag på hur rätten istället ska beskriva våld och övergrepp, för att undvika ovan nämnda konsekvenser. Resultatet mynnar också ut i ett förslag till förändring av svensk lagstiftning, men det konstateras även att denna lagändring möjligtvis måste föregås av en samhällelig förändring i stort. / Earlier research has demonstrated a link between language and the view that women themselves and society have of violence and abuse. Women who have experienced violence and abuse often face suspicion and blame from society, which leads to that they are not believed and that the perpetrator in many cases, is not convicted. This study focuses on how the language used in a Swedish court describes violence and abuse in ways that leads to the blaming of the victim, and the further consequences of that specific use of language. The method used in this thesis is discourse analysis, and the empirical study consists of a text review of court judgements by a Swedish court. Findings are that the court describes violence and abuse in a way that leads to that violence is hidden, the perpetrator's responsibility is reduced and the victim gets blamed. The result leads to suggestions on how the court could describe violence and abuse differently, in order to avoid these negative consequences. The result also points towards a proposal for a change in Swedish law, although this change in the law might possibly be preceded by a change in society in general.

[pt] Tomando como base a perspectiva teórica da Linguística Cognitiva, que interpreta o significado na língua em uso e entende metáfora e metonímia como fenômenos da linguagem cotidiana, esta pesquisa examina a metáfora e a metonímia no texto jurídico. O objetivo do estudo é investigar o uso da língua na produção textual jurídica da petição inicial a fim de avaliar em que medida a proposta de metáfora e metonímia conceptual e a metodologia de análise correspondente se sustentam. Para a investigação, selecionam-se dois segmentos de petições iniciais e analisam-se 200 unidades lexicais de conteúdo. Na análise, aplica-se, de forma adaptada, o Procedimento para Identificação de Metáforas da Universidade Livre de Amsterdã (MIPVU), para identificar e classificar metáforas e metonímias na língua em uso. Com o auxílio de dicionários, apresentamos os significados contextual e básico de cada unidade lexical e estabelecemos as relações construídas. Os resultados evidenciam a relevância do uso para a apreensão do significado, a necessidade de uma metodologia de análise mais abrangente e o predomínio de metáforas convencionais e indiretas, assim como de metonímias por nominalização, em detrimento de usos de caráter deliberado, o que se mostra coerente com a literatura da Linguística Cognitiva e com as especificidades na forma, no conteúdo e no estilo da petição inicial. / [en] Assuming the theoretical perspective of Cognitive Linguistics, which is concerned with meaning in the language in use and considers metaphor and metonymy as phenomena of everyday language, this research examines metaphor and metonymy in legal texts. The aim of this work is to investigate the use of language in the legal textual production of the initial petition to understand the extent to which the proposal of conceptual metaphor and metonymy and the corresponding analysis methodology apply. In the investigation, two segments of initial petitions are selected, and 200 lexical units of content are analyzed. In the analysis, an adaptation of the Metaphor Identification Procedure - Vrije Universiteit (MIPVU) is applied to identify and classify metaphors and metonymies in the texts. We refer to dictionaries to present the contextual and basic meanings of each lexical unit and then establish the relationships built. The results show the relevance of use for establishing meaning, the need for a more comprehensive analysis methodology, and the prevalence of conventional and indirect metaphors, as well as metonymies by nominalization rather than deliberate uses, which is consistent with the literature in Cognitive Linguistics and with the specifics in the form, content, and style of the initial petition.

The emergence of Generative AI (GenAI) foundation models presents transformative potential across industries, promising not only to increase productivity but also to pioneer new ways of working and introduce novel business models. Despite this, GenAI adoption levels have lagged behind early projections, and many firms report difficulties in finding appropriate applications. One such firm is Scandic Hotels, a Swedish hospitality company seeking to identify use cases for GenAI within the Scandic Data Platform (SDP), the firm’s analytics unit. The goals of this study were twofold: firstly, to identify GenAI use cases for the SDP based on their organizational needs, and secondly, to create a framework to guide organizations in harnessing the technology’s potential purposefully based on their specific organizational contexts. A conceptual framework was developed based on a synthesis of existing AI use case frameworks and the incorporation of GenAI characteristics to guide the investigation of the SDP. A qualitative case study approach was employed, achieving the first research goal through two primary activities: first, by assessing the organizational context through interviews and a questionnaire, and subsequently, by identifying concrete use cases designed to address organizational challenges based on the domain mapping through collaborative workshops. The investigation into the organizational context culminated in the formulation of a complex problem space with eleven logically interconnected domain problems stemming from two root causes: a high technological complexity of the data platform and a lack of organizational ownership concerning data. These problems lead the SDP to be occasionally overwhelmed with support requests, resulting in a range of time-consuming downstream issues that lock the team in reactive rather than proactive work. The use case identification process yielded eleven concrete use cases leveraging a range of GenAI technologies, including retrieval-augmented generation, fine-tuning, and prompt chaining. An evaluation based on the perceived business value of these use cases found that those directly addressing root problems or contributing to strategic imperatives received the highest value scores by members of the SDP. Our findings reinforce the problem-driven use case identification approach suggested by previous AI use case literature and offer nuances in the importance of basing use cases on a structured hierarchical problem space, allowing use cases to be designed to address root problems and break negative feedback loops for maximal business value. By iterating the literature-informed conceptual framework with these practical insights, a novel framework for GenAI use case formulation was developed, centered around matching root domain problems with GenAI-specific capabilities. This framework provides an overview of key components for the identification of use cases based on the organization’s unique context, contributing important starting points for managers wishing to engage in GenAI adoption and addressing the literature gap in GenAI-specific use case exploration frameworks. / Utvecklingen av grundmodeller inom generativ AI (GenAI) har demonstrerat potential att öka produktivitet, omdefiniera befintliga arbetsflöden och införa nyskapande affärsmodeller. Trots detta har införandegraden i näringslivet legat under tidigare prognosticerade nivåer, och många företag rapporterar svårigheter med att identifiera lämpliga tillämpningar. Ett exempel på ett sådant företag är den svenska hotellkedjan Scandic, som önskar identifiera interna användningsområden för GenAI inom analysenheten i företagets centrala organisation, Scandic Data Platform (SDP). Denna studie ämnade att först identifiera användningsfall för GenAI inom SDP baserat på enhetens specifika behov, och sedan utveckla ett ramverk för att vägleda organisationer i identifieringen av GenAI-användningsfall baserat på deras specifika organisatoriska kontext. Baserat på en syntes av befintlig litteratur inom AI-användningsfall och integreringen av karaktäristiska egenskaper för GenAI konstruerades ett konceptuellt ramverk för att orientera utredningen inom SDP. En kvalitativ fallstudieansats uppdelad i två huvudaktiviteter tillämpades för att uppnå det första forskningsmålet: först undersöktes den organisatoriska kontexten genom nio intervjuer samt en enkät, sedan identifierades konkreta användningsfall utformade för att behandla organisatoriska behov förankrade i kartläggningen av domänen genom kollaborativa workshoppar. Undersökningen av den organisatoriska kontexten kulminerade i formuleringen av en komplext problemrymd med elva logiskt sammanlänkade domänproblem härrörande från två grundorsaker: en hög teknologisk komplexitet hos dataplattformen och en brist på organisatoriskt ägarskap gällande data. Dessa problem leder till att SDP ibland överväldigas av supportförfrågningar, vilket resulterar i en rad tidskrävande efterföljande problem som låser in teamet i reaktivt snarare än proaktivt arbete. Identifiering av användningsfall resulterade i formuleringen av elva konkreta användningsfall som utnyttjar en rad GenAI-teknologier såsom retrieval-augmented generation, finjustering och promptkedjning. En utvärdering baserad på det uppskattade affärsvärdet av dessa visade att de användningsfall som direkt bemötte de två rotproblemen eller bidrog uppfyllandet av strategiska imperativ fick de högsta värdebetygen av SDP:s medlemmar. Våra resultat validerar framgången i det problemstyrda tillvägagångssättet för identifiering av användningsfall som föreslagits av tidigare litteratur, men nyanserar förfarandet genom att understryka vikten av att förankra användningsfall i en hierarkiskt strukturerad problemrymd—vilket gör att användningsfall kan utformas för att direkt bemöta rotproblem och bryta negativa återkopplingsslingor för att uppnå maximalt organisatoriskt värde. Genom att iterera det litteraturinformerade konceptuella ramverket med dessa praktiska insikter utvecklades vi ett nytt ramverk för identifieringen av GenAI-användningsfall, baserat på matchningen av rotproblemen inom domänen med GenAI-specifika kapaciteter. Detta ramverk ger en översikt över nyckelkomponenter för identifiering av användningsfall baserade på den organisatoriska kontexten. På så sätt bidrar studien med en utgångspunkt för företag som önskar engagera sig i införandet av GenAI och bemöter bristen på litteratur innehållandes GenAI-specifika ramverk för utforskning av användningsfall.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-08T14:19:32Z No. of bitstreams: 1 2015 - Viviane Mendes da Cunha.pdf: 9118947 bytes, checksum: b33e6b4db67ab4e500e4703d51240b75 (MD5) / Made available in DSpace on 2017-06-08T14:19:32Z (GMT). No. of bitstreams: 1 2015 - Viviane Mendes da Cunha.pdf: 9118947 bytes, checksum: b33e6b4db67ab4e500e4703d51240b75 (MD5) Previous issue date: 2015-08-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work aims to present a proposal for a pedagogical intervention for the study and use of relative pronouns and relative sentences - traditionally considered adjective subordinate clauses. This proposal was drafted from a diagnosis made in 2014 in an elementary public school in the municipality of Itagua? / RJ, with three segments: teacher, student and textbook. Compared to the first segment, we relied on responses from a questionnaire applied to the school teachers, to get to know their beliefs and attitudes regarding the use and study of this linguistic phenomenon; with the students, all of them ninth graders, we proceeded to the analysis of essays produced by them in 2014 to verify the actual use made of these pronouns and clauses; regarding the textbook of Portuguese, adopted by the school unit, we examined the methodological basis underlying the didactic proposal offered by this feature with regard to pronouns and mentioned sentences. The results obtained from the diagnosis showed that teachers recognize that among the sentences prescribed by the standard norm, students use frequently in speech and writing, the structures that do not require preposition, such as "The book which I bought is torn" and "I know the guy who appeared in the newspaper," but they do not know, and therefore do not use constructs such as "That's the teacher whom I like best", in whose place they produce sentences like "This is the teacher I like best" and "This is the teacher that I like better him", which diverge from this idealized standard. The essays used for the diagnosis confirm this teachers? intuition, not occurring, in these texts, just the kind of relative of the last example. The analysis of textbooks has shown that this teaching resource hardly explores the actual use of such syntactic structures, focusing on normative precept. As for pedagogical intervention itself, we relied on the model of Bortoni-Ricardo continuous (2004 e 2005), with emphasis on continuous monitoring stylistic, situated in the perspective of the language in use (Mollica and Roncarati, 2014; Oliveira and Coelho, 2003; Melo, Cyranka and Silva, 2010; Martins and Moura, 2014; Bortoni-Ricardo, 2005), and in the didactic proposal for collaborative learning of Moran, Masetto and Behrens (2013). / Este trabalho tem como objetivo apresentar uma proposta de interven??o pedag?gica para o estudo e uso dos pronomes relativos e das senten?as relativas ? consideradas tradicionalmente ora??es subordinadas adjetivas. Tal proposta foi elaborada a partir de um diagn?stico realizado no ano de 2014, em uma escola p?blica de ensino fundamental do munic?pio de Itagua? / RJ, com tr?s segmentos: professor, aluno e livro did?tico. Em rela??o ao primeiro segmento, baseamo-nos nas respostas de um question?rio, aplicado aos docentes da referida escola, para conhecer as cren?as e atitudes deles quanto ao uso e estudo desse fen?meno lingu?stico; com os discentes, todos do nono ano, procedemos ? an?lise de reda??es produzidas por eles em 2014, para verificar o real uso que fazem desses pronomes e dessas ora??es; no tocante ao livro did?tico de L?ngua Portuguesa, adotado pela unidade escolar, examinamos a fundamenta??o metodol?gica que subjaz ? proposta did?tica oferecida por esse recurso no que se refere aos pronomes e senten?as mencionados. Os resultados obtidos a partir do diagn?stico mostraram que os professores reconhecem que, entre as senten?as prescritas pela norma padr?o, os alunos usam com frequ?ncia, na fala e na escrita, as estruturas que n?o exigem preposi??o, como ?O livro que comprei est? rasgado? e ?Conhe?o o rapaz que apareceu no jornal?, mas n?o conhecem, e, por isso, n?o utilizam constru??es como ?Esse ? o professor de que / do qual mais gosto?, no lugar da qual produzem per?odos do tipo ?Esse ? o professor que mais gosto? e ?Esse ? o professor que mais gosto dele?, que destoam dessa norma idealizada. As reda??es usadas para o diagn?stico confirmam essa intui??o dos professores, n?o ocorrendo, nesses textos, apenas o tipo de relativa do ?ltimo exemplo. A an?lise do livro did?tico mostrou que esse recurso did?tico pouco explora o uso real de tais estruturas sint?ticas, privilegiando a prescri??o normativa. Quanto ? interven??o pedag?gica propriamente dita, apoiamo-nos no modelo dos cont?nuos de Bortoni-Ricardo (2004 e 2005), com ?nfase no cont?nuo de monitora??o estil?stica, situado na perspectiva da linguagem em uso (Mollica e Roncarati, 2014; Oliveira e Coelho, 2003; Melo, Cyranka e Silva, 2010; Martins e Moura, 2014; Bortoni-Ricardo, 2005), e na proposta did?tica de aprendizagem colaborativa de Moran, Masetto e Behrens (2013).

The diploma thesis focuses on analysis of software tools used in a softwarehouse company. It contains detailed assessment of a used project management information system, business process design and information system modification. The thesis also includes complete implementation of a module for cost calculation of software projects. The module is based on Use Case Points method.

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[pt] Este trabalho investiga as acepções do prefixo des em substantivos de ação no Português Brasileiro por meio de uma abordagem da língua em uso e focaliza a importância do contexto para o reconhecimento do sentido que está sendo ativado pelo afixo. Inicialmente, são apresentadas as principais contribuições da Tradição Gramatical Normativa e da Teoria da Linguística Gerativa para a análise do referido prefixo. Posteriormente, são detalhadas as bases teóricas que compõem este trabalho, que se fundamentam nos pressupostos da Linguística Cognitiva, paradigma de investigação dos estudos da linguagem que enfatiza a importância do sentido em uma perspectiva não-objetivista e da investigação da língua em uso. O corpus utilizado nesta pesquisa foi constituído a partir do mega-corpus eletrônico NILC da Universidade de São Paulo do campus de São Carlos. Os resultados da análise de dados revelam que a acepção do afixo des- na língua em uso é altamente influenciada pelo contexto, de maneira que é possível uma mesma palavra possuir sentidos diferentes, conforme esteja em diferentes situações de uso. / [en] This dissertation investigates the meanings of the prefix des in action nouns in Brazilian Portuguese through an approach to the language in use and focuses on the importance of context for the recognition of the meaning being activated by the affix. Initially, the main contributions of the Normative Grammatical Tradition and the Theory of Generative Linguistics to the analysis of the referred prefix are presented. Subsequently, the theoretical bases that make up this work are detailed, which are based on the assumptions of Cognitive Linguistics, a research paradigm of language studies that emphasizes the importance of meaning in a non-objectivist perspective and the investigation of the language in use. The corpus used in this research was constituted from the electronic mega-corpus NILC of the University of São Paulo developed on the São Carlos campus. The results of the data analysis reveal that the meaning of the affix des- in the language in use is highly influenced by the context, therefore it is possible for the same word to have different meanings, depending on whether it is in different situations of use.