本研究主要探討台灣漢語兒童在日常家庭對話中，對父母行使請求時的語言表現及禮貌現象，以了解漢語兒童的語用發展歷程與現象。研究的重點主要是在兒童表達請求的言語行為時所使用的語言形式，以及人際關係中會影響兒童禮貌表現的因素及其反應在語言形式的使用情形。透過對兩位以漢語為母語的兒童長期互動的觀察，本研究發現，兒童在表達請求時，採用多元的語言形式，包含祈使句、直述句、帶有語尾助詞的祈使句、以及表達個人慾望或需求的陳述句。考量這些語言形式使用的情境後進一步發現，兒童傾向在一般的日常對話中多以表達個人慾望的陳述句為表達請求的主要語言形式，而在合作互動的情境中，主要的請求語言形式則絕大多數為祈使句；這樣的語言功能分工，在兩歲半左右可以明顯觀察得到。 另外，透過兒童語言形式表達禮貌的觀察顯示，兒童普遍會依照人際互動的一些因素來選擇表達請求時所適用的語言形式，尤以有效性及地位高低為主要的兩個考量因素。觀察中發現，兒童大量使用祈使句及表達個人慾望需求的陳述句來表達請求，而其他的語言型式相對上則少得許多，主要的因素很有可能是這兩類的語言型式，在他們與父母互動中最能有效達到他們的溝通目的。此外，兒童也會依照他們在表達請求時與他們父母間的地位高低來考量請求所要使用的語言形式。儘管觀察結果指出，兒童傾向使用能有效達到溝通互動目的的語言形式來表達他們的請求，必要時，他們也會依照互動雙方的地位關係進行語言形式的微調，這樣的語言表現有明顯的系統性；而這樣的系統性，進而突顯了兒童約略在三歲前即對禮貌在語言形式使用的影響有了初步的系統與了解。 除了句法結構外，兒童也會透過詞彙單位來傳達他們在請求所應注意的禮貌，例如，必要時，他們會使用「幫」、「請」、及「我們」來修飾或削弱請求時可能對對方所造成的影響。這些詞彙的使用在發展上屬於略晚才習得的語言形式。 最後，研究的結果也指出，雖然兒童表達請求時，使用較為間接而有禮的語言形式，未必較能有效地達到他們的溝通目的，但是如果在表達請求的同時，也進一步說明理由者，達到溝通目的的機率則有明顯的增加。另外，從語言形式和表達請求的情境及人際地位的互動中發現，兒童表達請求的基本語言形式極有可能為表達個人的慾望與需求的陳述句，儘管祈使句在所觀察的語料中使用的頻率最高。這樣的論點，不但符合其他文獻中針對兒童語言發展的發現，也貼近兒童語言發展為連續過程的觀點，且也反應了人類語言發展的基本歷程。 / This study aims to investigate Mandarin-speaking children’s requests and their linguistic politeness so as to contribute to the understanding of children’s pragmatic development as well as linguistic development. The present study is mainly concerned with what linguistic devices children utilize to issue requests in spontaneous interactions with their parents and what interpersonal factors may have an influence on children’s uses of request forms. These two issues were discussed through examinations over children’s spontaneous interactions with their parents in family settings. On the basis of the longitudinal data produced by two children, it has been found that when requesting, children draw upon various linguistic devices, primarily including simple imperatives, WANT statements, imperatives with sentence-final particle, and declaratives. Such a variety of request forms can be observed from an early age on, at around two years old, but demonstrates no remarkable development, judged simply by these formal devices used at different ages. When situational contexts are also taken into account, nevertheless, a developmental pattern regarding the request forms is thus revealed. In terms of situational contexts, children are found to use simple imperatives primarily to convey their requests when involved in interactive activities with their parents, whereas they tend to utilize both simple imperatives and WANT statements when having common talks with their parents. Such a division of labor can be noticeably observed when children are about two and half years old. As to children’s linguistic politeness when making requests, the results reveal that children are aware of the influence of certain interactional and interpersonal factors on the appropriate use of linguistic forms. Children are inclined to draw upon comparatively more effective forms to issue their requests, and therefore children by and large request with pure imperatives and WANT statements, since these two request forms may effectively obtain the desirable compliance from their parents. In addition to effectiveness, children may also take interpersonal status and request cost into consideration when judging which request forms to use in the immediate context. Such consideration of interpersonal status when determining the appropriate request forms to use may thus reflects children’s awareness of politeness at around the age of three. In addition to syntactic structures, children are also found to draw upon lexical items to show their deference to politeness. Children may use such lexical forms as qing ‘please’, bang ‘to help with’ and women ‘let’s; we’ to mitigate the illocutionary force in their requests. These forms, despite their low frequencies in the data, may thus reveal children’s sensitivity to politeness when making such a face-threatening act as requests. The use of these polite lexical forms also discloses a comparatively late development in linguistic politeness; children may not use such polite forms until they reach the second half of their second year. A late development is also observed in the respect of children’s use of reasons to justify their requests. The results show that children’s justification may generally increase the effectiveness of their requests, but such use is infrequent and only observed at a later age, around the age of three. Finally, the results of the investigation into the data may suggest that WANT statements are highly likely an earlier developed request form and the prime linguistic forms children rely on to issue their requests, given the findings that children tend to request with WANT statements when interacting with parents at a lower status as a child and that children’s use of request forms are prone to the effect of interpersonal status. Such a suggestion may not only conform to the findings in previous studies with regard to children’s linguistic development in requests, but also accord with the general developmental pattern of human languages.

本研究旨在探討漢語母子對話中孩童問句的語言形式和語用功能，以及其問句和母親回應之間的關係。研究語料來自於一對以漢語為母語的母子在日常生活的對話，孩童的年紀約為二至三歲。研究將孩童問句的語用功能分為四類：詢問訊息(informational)、請求行為(directive)、對話修補(conversational)以及針對自我(self-directed)。母親針對孩童問句所作的回應分為三類：直接回應(answers)、非直接回應(non-answer responses)與無回應(no answers)。研究發現漢語孩童大量依賴疑問詞問句和語助詞問句，而隨著年紀增長，孩童的問句語言形式也更趨多元。研究也發現孩童多使用問句來詢問訊息，而孩童使用問句執行對話修補功能的比例也隨著年紀增長而有所增加，另外，執行此項功能的問句的語言形式也隨年紀增長而越加豐富。最後，研究發現孩童問句多伴隨母親的回應，而母親的回應有時會重複孩童問句或以問句形式出現鼓勵孩童參與對話。 / The study aims to investigate forms and functions the child’s questions and their relations to the mother’s responses in Mandarin mother-child conversations. The data examined are from one mother-child dyad. The child is around two and three years old. The pragmatic functions of the child’s questions are categorized into four types: informational, directive, conversational and self-directed. The mother’s responses to the child’s questions are categorized into three types: answers, non-answer responses and no answers. The results show that the child mostly uses wh-questions and sentence-final particle questions. As the child grows older, the question forms he uses become more various. In addition, the child uses questions mainly to ask for factual knowledge. The child’s questions which repair the breakdown of the conversation are significant as the child grows older. The result suggests that the child gradually becomes a skillful conversationalist. Last, the data reveals that the child’s questions are mostly followed by the mother’s responses, and the mother’s responses may be related to the pragmatic functions of the child’s questions. The mother’s responses also exhibit some characteristics in child-directed speech in order to encourage the child’s participation in verbal interactions.

The play Batavia re-tells the story of a Dutch East India Company ship, wrecked off the West Australian coast in 1628. In writing Batavia, I consider issues of ethics and pragmatics in deciding how best to use or adapt historical sources--choices often between historical accuracy and effectiveness on stage. The playscript illustrates choices made. The exegesis examines the literature surrounding these considerations, and looks at other writers' comments and approaches to the problem. It suggests a pragmatics of playwrighting is well grounded in philosophy and is a more fruitful approach than the traditional 'ethical' approach.

This thesis investigates the use of the pragmatic particles (PPs) 'enfin' and 'écoute' in French film dialogue, and their translations in British English subtitles. Using a corpus of nine films and eight episodes drawn from two television series – all released in the UK between 2005 and 2015, and equating to approximately twenty-two hours – the study identifies tokens across a much wider range of contexts than has previously been possible using traditional corpora. The main contribution is an analysis of PP functions. The results for 'enfin' show a different functional distribution of the particle to other corpora, with corrective 'enfin' occurring significantly less frequently. The relatively large number of tokens of performative and emotional (or affective) 'enfin' allows for an elaboration of these two categories, and a tendency is observed for 'enfin' to appear as an apparent disagreement mitigator in discussions between peers. With regard to 'écoute', it is argued that écoute1 functions as a face-threat mitigator in unequal relationships and écoute2 as an FTA, although the particle is multifunctional and some tokens exhibit characteristics of both categories. Attention is given to combinations of 'enfin' and 'écoute' with other particles: while there is a clear tendency for disagreement-mitigating 'enfin' to co-occur with 'mais', and for the precision and restrictive subcategories of the corrective to co-occur with 'je veux dire', other previously documented combinations ('enfin bon' and 'ben écoute') are not frequently occurring in the present corpus. The thesis also makes a significant contribution to the field of Audiovisual Translation (AVT). The English subtitles show high rates of omission for both particles consistent with previous research, with disagreement-mitigating 'enfin' particularly vulnerable to omission. However, the analysis reveals a surprising pattern regarding 'écoute': a clear division of labour between ‘look’ (used to translate more confrontational tokens) and ‘listen’ (more conciliatory and socially distant). The study includes an experimental analysis of the subtitles relative to their character limits, demonstrating a potential new approach for researchers wishing to investigate the impact of various subtitling constraints.

Dans cette thèse, nous proposons une mise en lumière des aspects linguistiques relatifs aux phénomènes de contacts entre locuteurs arabophones et locuteurs appartenant à la communauté sicilienne de Tunisie à travers l’étude d’une chronique particulière, éditée dans le journal italien Simpaticuni (1911-1933). L’un des objectifs de cette recherche est l’analyse du tissu linguistique du corpus dans le but de déterminer la nature véritable de cette langue. Cela se traduit par l’identification des particularités phono-graphiques, morphologiques, syntaxiques et lexicologiques de la langue employée, et par la recherche de la sicilianité des textes en déterminant le degré de dialectalité. Puis, nous examinons les mots empruntés à l’arabe tunisien afin d’en analyser le fonctionnement et la modalité d’insertion dans le tissu syntaxique des chroniques et d’en définir la typologie. S’agit-il de référents à des objets quotidiens ? D’insertions pragmatiques? Quelle est la signification de ces choix ? Enfin, étant donné la nature dialogale de nos textes, nous étudions les variétés en interaction, travail qui permettra d’interpréter la présence des emprunts à l’arabe dans le discours. La numérisation exhaustive d’une rubrique particulière du Simpaticuni a pour objectif d’élargir la quête lexicologique des auteurs qui ont travaillé sur ce journal. / In this thesis, we propose to highlight the linguistic aspects relating to languages in contact, more particularly between Arabic and Sicilian speakers of Tunisia, through the study of a particular column, published in the Italian newspaper Simpaticuni (1911-1933). One of the issues of this research is to analyses the linguistic base of the corpus, aiming at determining the real nature of this language. In this respect we describe the phonographic, morphological, syntactical and vocabulary features of this language, and measure in what extent the given texts are of a Sicilian nature according to their dialectal degree. We then gather the words borrowed from Tunisian Arabic in order to study their function and the way they occur inside the syntactic structure of the columns, and therefore define their typology. Would they refer to daily objects? Or to pragmatic inclusions? What do these choices mean? Finally, given the speech nature of our texts, we study the varieties in interaction, which will enable us to understand why some words have been borrowed from Arabic. Digitising the whole particular column of the Simpaticuni will enhance the glossary collection undertaken by other scholars who previously worked on this newspaper.

Les modèles théoriques proposés par les STIC ont été à ce jour révisés par les protagonistes des Design Studies. Ils proposent entre autres de vérifier leur validité et leur viabilité comme modèles de communication pour les systèmes, services, biens et situations de plus en plus complexes. C’est dans cette lignée que nous inscrivons notre projet. L’idée étant de construire un modèle interprétatif constituant un nouveau cadre théorique. Il aura comme principal objectif de saisir le potentiel communicatif des produits au carrefour de leurs potentiels d’actions, d’habitudes et de croyances matérialisés en eux. Notre cadre théorique et notre outil analytique s’articuleront autour de l’approche sémiotique peircienne et de la théorie systémique (dénommée seconde systémique par Morin) qui permettra aussi de développer une perception écologique de l’objet comme système cohérent et interactif avec son environnement. / The theoretical models proposed by STIC (Information and Communication Sciences) have been revised to date by the protagonists of Design Studies. They suggest among others to check their validity and viability as communication models for the systems, services, goods and situations, which are getting more and more complex.It is in this vein that we register our project. The idea is to build an interpretative model constituting a new theoretical framework. The main objective is to seize the communicative potential of the products at the crossroads of potential actions, habits and beliefs embodied in them. Our theoretical framework and our analytical tool will revolve around the peirce semiotic approach and the systemic theory (second systemic as called by Morin), which will also develop an ecological perception of the object as a coherent and interactive system with its environment.

[pt] O objetivo deste estudo é identificar, descrever e analisar as palavras e/ou expressões na função de vocativos, utilizadas por falantes do português como língua materna em situações do cotidiano, nas suas mais variadas formas de interação, a fim de facilitar ao aprendiz do Português como segunda língua a compreensão do uso de tais termos no cotidiano. A partir, basicamente, de conceitos da Antropologia Social, do Interculturalismo e da Pragmática, buscamos apresentar o uso do vocativo em linguagem informal oral, observando alguns contextos de aplicabilidade, as estratégias utilizadas pelos falantes e, ainda, o nível de adequação lingüística na comunicação intercultural. / [en] The aim of this study is to identify, describe and analyze the words and/or expressions in the position of vocatives, used by native speakers of Portuguese in daily situations, in its varied forms of interaction, in order to help foreign learners of Portuguese during their learning process regarding such terms. Based, basically, on concepts from Social Anthropology, Interculturalism and Pragmatics, we intend to present the usage of vocatives in informal oral discourse, observing some contexts of applicability, strategies used by speakers and also, the level of linguistic appropriateness in intercultural communication. Keywords

Le but de cette thèse est de mettre en évidence, au-delà des spécificités propres à chaque poème, les caractéristiques communes aux emplois du discours direct dans la poésie narrative vieil-anglaise. À cet effet, un groupe de huit textes a été choisi, représentant au mieux la variété du corpus poétique subsistant, tant par leur sujet que par leur style ou leur rapport éventuel à une source connue : Beowulf, la Genèse A et B, Christ et Satan, Andreas, Elene, Juliana et Guthlac A. Il ne s'agit pas ici simplement d'étudier la forme prise par le discours direct, mais aussi ce que cette forme révèle sur la conception que les poètes se faisaient de la parole et de la place de sa représentation dans le récit.La première partie de la thèse cherche à déterminer si les caractéristiques traditionnellement reconnues au discours direct en poésie vieil-anglaise - un goût pour la solennité au détriment de la caractérisation des personnages et du progrès de l'action - sont fondées et si elles concernent également tous les poèmes du corpus.La seconde partie s'intéresse à la nature des voix représentées au discours direct : dans quelle mesure elles permettent d'exprimer une subjectivité (et quel type de subjectivité) et quel est leur statut par rapport à la voix du narrateur.Les résultats indiquent que dans la poésie narrative vieil-anglaise, le discours direct n'est pas conçu comme un objet fondamentalement distinct du récit, ou comme l'expression d'une voix et d'un point de vue autre au sein de la voix du narrateur. Le discours direct apparaît comme une modalité actualisée du récit, un procédé dramatique et didactique qui adopte le même vocabulaire et le même point de vue que le récit. / The aim of this work is to identify the shared characteristics of direct speech in Old English narrative poetry, beyond the specificities of each text. So as to best reflect the diversity of the extant poetic corpus (in terms of topic, style or source), eight texts were selected for this study: Beowulf, Genesis A and B, Christ and Satan, Andreas, Elene, Juliana and Guthlac A. The aim of this thesis is not only to examine the form of direct speech, but also what it reveals concerning how poets viewed speech and the place of its representation in narrative.The first section of the thesis tries to determine whether the characteristics traditionally attributed to direct speech in Old English poetry - a taste for formality to the detriment of characterization and the progress of action - are valid and whether they are equally represented in all poems.The second section is concerned with the nature of the voices represented through direct speech: to what extent they express a form of subjectivity (and what type of subjectivity) and what their status is, compared with the narrator's voice.Results show that, in Old English narrative poetry, direct speech is not conceived of as an object radically distinct from narrative, or as the expression of another voice and point of view within the narrative voice. Direct speech appears as an actualized form of narrative, a dramatic and didactic device, using the same vocabulary and the same point of view as the narrative.

[pt] A idiomaticidade das cores em vocábulos e expressões da língua portuguesa no Brasil investiga o processo de compreensão do significado não literal de um corpus onde em cada exemplo há um termo denominativo de cor. Busca-se neste estudo descrever e analisar esse corpus segundo seu comportamento léxico, sintático, semântico, pragmático e cultural , em situações reais de comunicação, com foco no ensino de Português como Segunda Língua (PL2) e/ou Português para Estrangeiros (PLE). A análise mostra que a cor é, antes de tudo, um fenômeno cultural, e sua percepção está ligada à sensibilidade do homem perante a realidade que o cerca. No contexto comunicativo o brasileiro frequentemente demonstra sua afetividade ao chamar alguém de neguinho(a), ou lhe oferece respeito e deferência ao estender o tapete vermelho ou se entrega à hipérbole ao classificá-lo de botafoguense roxo. Assim, a linguagem se apropria dos termos cromáticos em novas combinações lexicais para dizer mais que simplesmente o negro da noite, o vermelho do sangue, o roxo das violetas. O aprendiz de PL2/PLE percebe que não é possível compreender o significado dessas novas combinações utilizando somente o sentido literal das palavras que as compõem. O conhecimento de fenômenos linguísticos como a idiomaticidade e a composicionalidade, abordados nesta análise, permitirá ao professor de PL2/PLE ampliar a variedade de exercícios e estratégias em sala de aula, com o objetivo de ajudar os alunos na compreensão do significado dos exemplos apresentados e na adequação de seu uso em contextos reais de comunicação. / [en] The idiomaticity of the colors in words and expressions of Portuguese language in Brazil leads us to investigate the process of understanding the nonliteral meaning of a corpus, as for in each example there is a denominative term for a color. In this study we attempt to describe and analyze this corpus according to its lexical, syntactic, semantic, pragmatic and cultural conduct, in realistic situations of communication, focusing on the teaching of Portuguese as a Second Language (PL2) and/or Portuguese for Foreigners (PLE). The analysis demonstrates that color is, before anything else, a cultural phenomenon, and its perception is linked to man s sensitivity when fronting the reality surrounding him. Whithin the context of the communication the Brazilian frequently reveals his emotions, as when calling someone neguinho, a term of endearment for the word black; or when showing someone respect and deference, extending o tapete vermelho (the red carpet); or resorting to hyperbole in the classification of a soccer team fan botafoguense roxo (purple). Thus, language invades chromatic terms in new lexical combinations to say more than simply the blackness of night, the redness of blood, or the purple of the violets. The student of PL2/PLE perceives that it is not possible to understand the significance of these new combinations utilizing only the literal sense of the words forming their composition. The knowledge of linguistic phenomena such as their idiomaticity and compositiveness here analyzed, will afford the teacher of PL2/PLE the chance to increase the variety of exercises and strategies in the classroom, with the objective of helping students understand the meaning of the given examples and adapt their use to real communication contexts.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-09-06T12:08:37Z No. of bitstreams: 1 arquivototal.pdf: 1936144 bytes, checksum: dc6a1e8405ac2b116c0ab38a231c7385 (MD5) / Made available in DSpace on 2016-09-06T12:08:37Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1936144 bytes, checksum: dc6a1e8405ac2b116c0ab38a231c7385 (MD5) Previous issue date: 2016-03-22 / The research investigates theoretical basis to support restructuring strategies of linguistic and communicative actions and interaction processes in the public communication in higher education. Research anchored in the Communicative Action Theory of the German philosopher Jürgen Habermas, and the philosophy of language, the linguist Mikhail Bakhtin where the foundations of communicative rationality in communicative action theory and the foundations of the theory of enunciation were studied. He started from the assumption that higher education is the privileged much space to trigger discursive and communicative actions whose pragmatic rationality facilitates consensus-building between speakers and listeners in search of consensus. The thesis substantiates the fact that the university, as fundamental communicational public sphere to society, constitutes a privileged locus for the formation of language subjects, interacting from linguistic and communicative actions, which take into account the relationship Pragmatic Language and Communicative speeches. The methodology used for analysis of selected works was the Hermeneutics. one basic categories framework of the works of both authors who guided exploration of the basic concepts and their co-relations was produced. The study allowed for the interpretation, establish correlations anchored in the understanding of how language-action contributes to increasing the capacity of understanding linguistically communicable way. The university was becoming known as a communicational public sphere important in the context of the network society, to constitute adequate space for interaction between the various social actors that is, free and democratic manner, in order to generate the agreement between them , always from the best argument. To build the theoretical, approach the study was defined as methodological approach to hermeneutics, as it was considered that this approach allows the construction of a critical reflection, anchored in language action. It became clear in the study that the educational subjects in higher education, seeking to develop the ability to understand linguistically communicable way. The analyzes from the categorical framework facilitated dialogue between the two authors with an emphasis on understanding of speech acts, language, concepts of language and communicative competence. The results show that the language in the network society takes on a dimension that requires complex analysis for his understanding, once they emerge broadly new spaces for debates, socialization skills, and consequently the need to transform recurrently information into knowledge. New forms of communication, require the subject to expand its capacity through linguistic and communicative actions, test validity claims about the world and create spaces of dialogue, negotiation and consensus. The study points out forcefully that the language and communicative actions and contribute to the formation of speech acts of ideas, play an important role in the learning process developed in higher education institutions. These actions constitute important mechanisms in the formation of the subject discursively emancipated, free to interact in the public sphere communication from ethical and moral standards, strengthening discursive-rational-dialogical actions. / A pesquisa investiga bases teóricas para fundamentar estratégias de reestruturação das ações linguístico-comunicativas e processos de interação na esfera pública comunicacional no Ensino Superior. A investigação ancorou-se na Teoria do Agir Comunicativo do filósofo alemão Jürgen Habermas, e na Filosofia da Linguagem, do linguista Mikhail Bakhtin a partir das quais foram estudadas as bases da racionalidade comunicativa na teoria de Ação comunicativa e os fundamentos da teoria da enunciação. Partiu-se do pressuposto de que o Ensino Superior é o espaço privilegiado para desencadear ações discursivas e comunicativas cuja racionalidade pragmática facilite a formação de consensos entre falantes e ouvintes em busca de consensos. A tese fundamenta a constatação de que a universidade, enquanto esfera pública comunicacional fundamental para a sociedade, constitui-se em lócus privilegiado para a formação de sujeitos de linguagem, que interagem entre si a partir de ações linguísticas e comunicativas, que levam em conta a relação Pragmática Linguística e Comunicativa dos discursos. A metodologia utilizada para análise das obras escolhidas foi a Hermenêutica. Foi produzida um quadro de categorias basilares das obras de ambos os autores que guiou a exploração dos conceitos básicos e suas co-relações. O Estudo permitiu, pela interpretação, estabelecer correlações ancoradas na compreensão de como a linguagem-ação contribui para a ampliação da capacidade de compreensão de sentidos linguisticamente comunicáveis. A universidade foi tematizada como uma esfera pública comunicacional importante no contexto da sociedade em rede, por se constituir em um espaço adequado para a interação entre os diversos atores sociais que a constitui, de forma livre e democrática, com vistas a gerar o acordo entre eles, sempre a partir do melhor argumento. Para construir a abordagem de cunho teórico do estudo, foi definido como aporte metodológico a Hermenêutica, por se considerar, que essa abordagem permite a construção de uma reflexão crítica, ancorada na linguagem-ação. Foi possível evidenciar pelo estudo que os sujeitos educativos, no Ensino Superior, procuram desenvolver a capacidade de compreensão de sentidos linguisticamente comunicáveis. As análises realizadas a partir do quadro categorial propiciaram diálogos entre os dois autores com ênfase na compreensão dos atos de fala, concepções de língua-linguagem e competência comunicativa. Os resultados apontam que a linguagem na sociedade em rede assume uma dimensão que requer análises complexas para sua compreensão, uma vez que emergem de forma ampla novos espaços de debates, socialização de conhecimentos e, consequentemente, a necessidade de transformar de forma recorrente informações em conhecimento. Novas formas de comunicação exigem dos sujeitos a ampliação de sua capacidade de, através de ações linguístico-comunicativas, testarem pretensões de validez sobre o mundo e criarem espaços de diálogos, negociações e consensos. O estudo aponta de forma contundente que as ações linguísticas e comunicativas, além de contribuírem para formação de atos ideias de fala, desempenham um papel importante no processo de aprendizagem desenvolvido nas instituições de Ensino Superior. Essas ações se constituem em importantes mecanismos na formação do sujeito emancipado discursivamente, livre para interagir na esfera pública comunicacional a partir de padrões éticos e morais, fortalecendo ações discursivo-racional-dialógicas.