[pt] Esta dissertação tem como objeto a análise da pragmática da conversação aplicada ao Direito, especialmente a decorrente da teoria griceana. Segundo Paul Grice, a compreensão num discurso comum decorre do princípio cooperativo, segundo o qual falante e ouvinte buscam eficiência na comunicação e, por isso, atendem a certas regras de conduta, denominadas máximas conversacionais. Vendo a atividade jurídica como um diálogo num contexto específico, que é o contexto legal, e considerando o legislador como falante e o Judiciário e a sociedade como ouvintes entende-se que a aplicação da Teoria da Conversação Griceana, com as ressalvas decorrentes das diferenças entre o discurso normal e o discurso jurídico, é instrumento eficiente na busca de racionalidade na interpretação, através de métodos pragmáticos, especialmente, na medida em que se reconhece a insuficiência dos métodos de interpretação legal. Num debate entre correntes denominadas textualista e intencionalista evidenciam-se a dificuldade de mensurar o papel do texto, da intenção do legislador e da compreensão do aplicador da norma para, diante da obrigatoriedade da atividade interpretativa, explicitar métodos objetivos que evitem abusos e imprimam racionalidade e controlabilidade à interpretação. De tudo, tem-se que com a interpretação pragmática e a correta utilização do significado do falante para fins de compreensão do melhor sentido da norma, cada geração poderá dar sua própria resposta ao problema fundamental da interpretação jurídica de acordo com suas necessidades e valores, sem, no entanto, se afastar de um padrão de racionalidade que garanta ao sistema normativo estabilidade pautada em segurança jurídica e inovação pautada em objetividade. / [en] This dissertation aims to analyze the pragmatic of law-applied conversation, especially the one derived from the Gricean theory. Paul Grice has stated that comprehension in ordinary discourse results from the cooperative principle, according to which speaker and listener seek communication efficiency, and, therefore, follow certain behavior rules called conversational maxims. If the juridical activity is seen as a context-specific dialogue happening within the legal context, and if the legislator is the speaker and the judiciary and society are the listeners, then the application of the Gricean Conversation Theory, with the proviso due to the differences between ordinary and juridical discourses, is an efficient tool to seek the rationality of interpretation, through pragmatic methods, especially when the insufficiency of the methods of legal interpretation is taken into account. In a debate between the textualist and intentionalist currents, it is made clear the difficulty to measure the role of the text, the legislator`s intention, and the comprehension of the norm enforcer to, faced with the compulsoriness of the interpretative activity, explicate objective methods that avoid abuse and provide rationality and controllability to interpretation. With pragmatic interpretation and correct use of the speaker`s meaning to comprehend the best sense of the norm, each generation will be able to respond to the fundamental issue of juridical interpretation according to its own needs and values, although not ignoring a rationality pattern that provides the normative system with stability, grounded on juridical safety, and innovation, grounded on objectivity.

Depuis le tournant du XXIe siècle, la publicité vit une importante transformation, dans laquelle les marques effacent de leur communication les signes à connotation marchande et contribuent, paradoxalement, à une marchandisation sans précédent de l’espace social. Dans cette démarche, on assiste à un discours publicitaire qui gomme ses promesses hyperboliques et essaie de se réconcilier avec les consommateurs, en mettant en scène de « vrais gens » et en intégrant leurs expressions singulières au sein de l’argumentation marchande. Envisager ce phénomène à partir de la notion de « témoignage » permet de concevoir une énonciation publicitaire à la première personne du singulier, basée sur un vécu présumé de l’énonciateur. Cet énonciateur atteste de son dire et, par conséquent, du discours marchand dans lequel il est impliqué ; il demande la croyance des allocutaires et les encourage à s’identifier au vécu rapporté. La publicité dite « testimoniale » dépasse cependant la simple fonction d’attestation. En effet, elle peut aussi faire l’éloge de valeurs, comporter un modèle d’exemplarité, susciter un questionnement éthique, en se mettant au service de la communication de marque dans toute sa dimension « dépublicitarisée ». Selon une approche pragmatique, ce travail s’appuie sur l’analyse des manifestations publicitaires diffusées en France, notamment entre les années 2005 et 2015, avec l’objectif de saisir les enjeux énonciatifs, sémiotiques et performatifs des formes testimoniales de la publicité contemporaine. Cette analyse confirme que c’est grâce à la relation évolutive entre les marques, leurs représentations et les consommateurs que surgissent de nouveaux usages de la publicité testimoniale et, plus encore, de nouvelles dynamiques de la communication marchande. / Since the beginning of the 21st century, advertising has undergone significant transformation, with brands removing commercial overtones from their communication and contributing, somewhat paradoxically, to the unprecedented commercialisation of social space. In the process, the advertising message is erasing extravagant promises and attempting to reconnect with consumers, by featuring “real people” and incorporating their personal expression into marketing arguments. Developing this phenomenon around the concept of testimony allows for the crafting of an advertising message in the first person singular, based on the supposed experience of the speaker. This speaker’s statement vouches for the sales pitch in which he is implicated; he asks his audience to believe him and encourages them to identify with the experience he is sharing. But so-called “testimonial” advertising goes beyond the mere role of attestation. Indeed, it can be used to conceal commercial interests of brand communication, by praising values, offering an exemplary model and stimulating ethical reflection. Based on a pragmatic approach, this study draws on an analysis of advertising in France, principally between 2005 and 2015, with the aim to understand the enonciative, semiotic and performative issues in testimonial forms of contemporary advertising. This analysis confirms that the evolutary relationship between brands, their representations and customers has lead to the emergence of new forms of testimonial advertising and, furthermore, to new dynamics in brand communication.

International teaching assistants (ITAs) are considered advanced English users with relatively high standardized language proficiency test scores. However, they may experience difficulties during their interactions with undergraduate students. Some of these difficulties may arise from affective factors such as ambiguity, stress, and adjustment and can impact language use. From an individual differences perspective, a second language user with high communication anxiety may have difficulty comprehending or producing appropriate pragmalinguistic forms. Using a mixed-methods approach, this study examined the underlying factors in ITAs communication anxiety and willingness to communicate in the US classroom and how these factors explained their pragmatic competence, which refers to the ability to use language in socially appropriate ways. A total of 289 ITAs participated in the study. To measure their judgement of appropriateness, a pragmatic appropriateness test was designed. The speech act production was elicited through a discourse completion test. Two survey instruments were designed to measure ITAs’ classroom communication anxiety and willingness to communicate. The major underlying factors from the exploratory factor analysis performed on the survey responses were ‘ease of communication,’ classroom management anxiety,’ ‘fear of warning,’ and ‘willingness to interact with students’. A six-predictor multiple regression analysis revealed that linguistic competence was the most important factor contributing to pragmatic competence. Other factors such as ease of communication and willingness to communicate positively correlated with pragmatic competence. In addition to quantitative data, qualitative data were collected in the form of classroom observations, field notes, and interviews from a group of ITAs (N = 4) who had also participated in the quantitative part of the study. The analysis of the qualitative data revealed that the situational context of instruction determined the particular communication patterns in different disciplines, specifically the impact of threat posed to the negative and positive face of the discourse participants. Additionally, in conjunction with the quantitative findings, while the ITAs seemed to be generally willing to interact with students, teacher-fronted talk in the form of delivering lectures and self-talk especially in large classes was found to be anxiety-inducing for some of them. Length of residence and opportunities for communication seemed to influence the process of adjustment and acquisition of the classroom pragmatic norms. Finally, ITAs’ perceptions and beliefs about appropriateness seemed to affect their pragmatic performance in the classroom. More specifically, ITAs’ perspectives on education and communication such as moderating the power variable in class and building rapport and interpersonal relationships with students through casual talk seemed to guide their choices of pragmalinguistic forms and politeness strategies. The study offered a number of implications for ITA research and training.

The general aim of this study is to investigate the similarities and differences in knowledge and processing of Japanese passive constructions by heritage speakers and second language (L2) learners of Japanese. These groups acquire language differently in terms of age and context/manner of acquisition, and comparing their linguistic behaviour allows us to examine whether heritage speakers have an advantage over L2 learners due to their early exposure and natural context of input. In order to examine this issue, the linguistic knowledge of Japanese passives and the way in which they are processed were compared between the two populations. I tested the two different types of passives that are available in Japanese: the type that involves the syntax-semantics-discourse interface (indirect passive and ni-direct passive), and the one that does not involve that interface (niyotte passive). It has been found that advanced heritage speakers and L2 learners have difficulties with structures involving different structural levels, especially structures at the interface with discourse (Laleko & Polinsky, 2013; Montrul & Polinsky, 2011, among many others), as the interfaces involving an external cognitive domain (e.g., syntax-discourse) require more processing resources than linguistic internal interfaces (e.g., syntax-semantics) (Sorace, 2011). While such representational and processing difficulties have been reported for several languages, previous studies on the acquisition of Japanese passives by both L1 and L2 learners have found the opposite: namylt, that the niyotte passive, which does not involve an external interface, being acquired later than the other two passives, which are discourse dependent (Harada & Fukuda 1998 for L1; Hara 2002 for L2). These results may be attributed to syntax derivation or frequency of use. The niyotte passive is considered to be derived by movement, while the other two are said to be base-generated. Thus, both the complexity of the syntactic derivation and the fact that usage of niyotte passive is usually limited to formal speech or written texts may delay acquisition. Examining the acquisition and processing of Japanese passives allows us to analyse the factors that play a crucial role in determining the difficulty of acquisition. In order to investigate these factors, I used two experimental tasks, an acceptability judgment task (AJT) and a self-paced listening task (SPL). The former investigated heritage speakers’ and Japanese as a foreign language (JFL) learners’ knowledge of each type of Japanese passives. The latter allowed us to test whether there are any differences in the processing of the two types of passives; specifically, whether the passives with an external interface are more difficult for L2 learners and heritage speakers to process. A control group of native speakers and a group of first generation immigrants to Canada were also tested to compare their results to those of the two experimental groups, allowing us to investigate whether heritage speakers have knowledge and processing patterns similar to those of the control group due to their early language exposure to the language and contextualized input. The results of the AJT showed that each experimental group displayed a stronger knowledge of different aspects of Japanese passives. While the heritage speakers recognised the pragmatic features of the ni-direct passive, the JFL learners did not. In contrast, the JFL learners showed syntactic and semantic knowledge of the indirect passive, unlike the heritage speakers. These contrastive results indicate that different manners of input lead to different acquisition outcomes. Furthermore, neither group demonstrated knowledge of the low frequency niyotte passive, and thus input frequency, rather than the discourse-related interface, appear to be more critical for the acquisition of Japanese passives. With respect to the SPL, the speakers’ performance was native-like in the case of the heritage speakers but non-native with the JFL learners, indicating that early age of exposure has an effect on language processing. Taken together, the results from the both tasks showcase the importance of both implicit and explicit manner of input, especially in the case of low frequency structures, as well as the early age of acquisition of a language.

O Transtorno do Espectro do Autismo é um transtorno neurobiológico que implica em déficits no desenvolvimento de linguagem, de cognição e aspectos sociais. Cada vez mais tem se investigado sobre a interdependência das áreas de linguagem e cognição e os fatores intervenientes no processo terapêutico dessa população. Este estudo propôs verificar o impacto da estimulação das funções executivas (EFE) no desenvolvimento de linguagem, sobretudo nos aspectos pragmáticos da comunicação, através da avaliação do Perfil Funcional da Comunicação (PFC) e do Desempenho Sócio-Cognitivo (DSC). Foram realizadas duas estimulações. O primeiro estudo propôs a EFE domiciliar, ministrada por pais de seis crianças com autismo, sem intervenção terapêutica, durante 10 semanas com acompanhamento semanal realizada pela pesquisadora. O segundo estudo propôs a EFE durante a terapia fonoaudiológica, ministrada pelos próprios terapeutas durante 12 semanas. Os dados foram registrados e analisados estatisticamente. Foram observadas correlações importantes entre a efetividade da EFE e as habilidades trabalhadas com a evolução avaliada através do PFC e DSC, além da importância tanto de considerar e envolver os pais e/ou responsáveis no processo terapêutico quanto da capacitação do profissional fonoaudiólogo para considerar as questões cognitivas no desenvolvimento de linguagem dessa população / The Autism Spectrum Disorder is a neurobiological disorder that involves deficits in the development of language, cognition and social aspects. The interdependence of the areas of language and cognition and the factors involved in the therapeutic process of this population has been increasingly researched. This study was designed to verify the impact of the executive functions stimulation (EFS) in language development, especially in the pragmatic aspects of communication, through the evaluation of the functional profile of Communication (FPC) and the Sociocognitive Performance (SCP). Two stimulation programs were performed. The first study proposed that the EFS was conducted at home by the parents of six children with autism, during a 10-week period without therapeutic intervention, with weekly monitoring performed by the researcher. The second study proposed the EFS conducted by the therapist during regular speech-language therapy, during 12 weeks. Data were recorded and statistically analyzed. Correlations were observed between the effectiveness of the EFS and the targeted skills. The evolution was assessed through the FPC and SCP protocols. These results stress the need for the speech language therapist to approach cognitive issues in the work with language development of children with ASD. Besides that, the value of considering and involving parents and/or caregivers in the therapeutic process became clear

The present study is an exploratory cross-sectional study of interlanguage pragmatic development of expressions of gratitude, specifically, gratitude after receiving a favor. Expressing gratitude is a speech act that is taught at an early age and is commonly performed by native speakers of most languages. It is, thus, often assumed that learners can successfully say thank you in the target language. However, studies show that even advanced learners have difficulty adequately expressing gratitude. The objectives of the present study are: (a) to investigate how native speakers of Chinese and native speakers of English express gratitude as defined by length of speech and use of strategies; (b) to examine whether there is evidence of pragmatic development in the speech act behavior of expressions of gratitude among Chinese learners of English with the increase of the length of residence in the United States; and (c) to examine whether there is evidence of pragmatic influence from L1 Chinese in English expressions of gratitude among Chinese learners of English. The data were collected through a discourse completion task questionnaire. Subjects' responses were classified into eight thanking strategies. Descriptive and t-test analyses were conducted to identify the pragmatic differences that distinguished the behavior of the three English learner groups, which varied according to their length of stay in the United States, from that of Chinese and English native speakers. The results show that Chinese and English native speakers have different preferences for thanking strategies in the eight situations. They are significantly different in the length of speech and use of strategies. In addition, there is a positive effect of the length of residence in the United States on English learners' pragmatic development. The results also show evidence of pragmatic influence from L1 Chinese. Moreover, contextual variables, social status, familiarity and imposition, have a significant influence on the length of speech and the use of strategies for all subject groups.

The aim of this essay is to determine how the polysemantic verb få can be translated from Swedish to German. Frequently used verbs often have more than one meaning. That makes translating difficult, because there is no verb in German which covers all aspects of få. This essay examines the nuances in meaning of the verb få, following the research of Viberg (2002/2012) and Ureland (1973). The theory is followed by a quantitative and qualitative study of the use and translation of the verb få in a non-fiction text. The analysis is mainly based on Viberg’s (2002/2012) works, who identifies eight meanings of få.  This essay examines the translation of the 43 examples of the verb få attested in the Swedish source text. It shows that there is no German verb which can cover all meanings of få, but that there are some that can be used to translate more than one meaning of the verb. But even those verbs are not fitting for every case of få, which suggests that the context is the main variable that determines a fitting translation. Even though it is possible to provide a pool of possible translations for all aspects of få, there are cases in which the translator will have to choose other words in order to express the meaning of få in an idiomatic way. This is especially important due to the fact that there are some aspects of få, i.e. the inchoative meaning, which, in German, cannot be expressed with verbs.

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Studies on the incidence of socio-pragmatic competence in the teaching of mother tongues are very scarce. The aims of this qualitative study are two folded: First, we want to describe the teachers’ use of socio-pragmatics in the subject of Spanish as a mother tongue. In addition, we want to determine the degree of use of socio-pragmatics u in this specific subject. a mixed method was applied. The results were obtained by means of aclassroom’sssemi structuredsIt was assumed that there would be a sociopragmatic approach in the teaching of mother languages but it was found to be different in each class and it depended on the teachers’ academic training and on the teaching materials, which do not always met the requirements of the subject’s curriculum. The present study assumes that there is a big difference between what appears in the curricular plan and what happens inside the classroom. Sociopragmatic aspects are not sufficiently reflected in the pedagogical practice due to two main reasons: on the one hand, internal and external factors that affect teaching negatively; and, on the other, the fact that teachers are not sufficiently acquainted with socio-pragmatic views. The results show that in all classes the teaching of socio-pragmatic aspects works although mostly intuitively. The degree of employment of socio-pragmatics is different depending on the knowledge that the teacher has about socio-pragmatic competence. Finally, yet importantly, it was found that various internal and external factors affect mother tongue teachers. These factors have a big impact on the properly development of the subject and, specifically, on the teaching of socio-pragmatic competence.

While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicitdeductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.