Orientador: Paulo César Rodrigues / Banca: Fernando Meireles Monegalha Henriques / Banca: Rodrigo Pelloso Gelamo / Resumo: A presente dissertação tem por objetivo abordar a influência de Henri Bergson na filosofia da diferença de Gilles Deleuze. Para isso, partiremos dos estudos de Bergson sobre o tempo, assim como da elaboração do método intuitivo como método específico da filosofia para a formulação de problemas positivos. Tanto a concepção de tempo quanto o método intuitivo, elaborados por Bergson, são importantes para elucidar a influência desse pensador na filosofia autoral de Gilles Deleuze, principalmente a partir da obra Diferença e Repetição. O tempo, compreendido por Bergson como duração, e sua crítica ao discurso representacional, que visa conhecer o objeto a partir de imagens exteriores e fragmentárias, terá forte influência na concepção de diferença em Gilles Deleuze. Nesse sentido, a diferença não é um simples conceito que estabelece distinções externas entre as coisas, pois Deleuze visa compreender a diferença em si mesma e a repetição como repetição da diferença. / Abstract: The present dissertation aims to address the influence of Henri Bergson on the philosophy of difference Gilles Deleuze. For this, we will start from Bergson's studies on time, as well as from the elaboration of the intuitive method as a specific method of philosophy for formulation of positive problems. Both the conception of time and the intuitive method elaborated by Bergson are important to elucidate the influence of this thinker in the philosophy of Gilles Deleuze, mainly from Difference and Repetition. Time, understood by Bergson as duration, and his critique of representational discourse, which seeks to know the object from external and fragmentary images, will have a strong influence on the conception of difference in Gilles Deleuze, in the sense that difference is not a simple concept that establishes external distintions between things, because Deleuze to aims at understanding difference in itself and repetition as repetition of difference. / Mestre

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente / Made available in DSpace on 2012-10-22T20:32:09Z (GMT). No. of bitstreams: 1 235990.pdf: 2267883 bytes, checksum: b22617e3491b85093f5b41ddea5ca7fb (MD5) / The present study, carried out under an information-processing perspective, investigated the impact of four metacognitive processes - strategic planning (Foster & Skehan, 1996), repetition (Bygate, 2001b), strategic planning plus repetition (D'Ely & Fortkamp, 2003), and strategic planning for repetition (D'Ely, 2004) - on 47 L2 learners' oral performance of a video-based narrative task. The participants of this study, registered in the Licenciatura, Secretariado, and Extra-curricular courses of the Universidade Federal de Santa Catarina, were divided into 5 groups: (1) the control group (2) the strategic planning group, (3) the repetition group, (4) the strategic planning plus repetition group, and (5) the strategic planning for repetition group. Following Foster and Skehan (1996) and Fortkamp (2000), learners' oral production was examined in four dimensions of speech: fluency, complexity, lexical density, and accuracy. Post-task questionnaires were administered for the purpose of assessing learners' appraisal of task type, their oral performance, and the conditions in which they performed. In general, statistical analyses revealed that repetition, strategic planning plus repetition, and strategic planning for repetition exerted a positive and significant impact on some of the dimensions of oral performance such as fluency, lexical density, and accuracy for the repetition group, lexical density for the strategic planning plus repetition group, and accuracy and lexical density for the strategic planning for repetition group. The strategic planning for repetition group also obtained significant gains in complexity. The strategic planning condition, for participants in the strategic planning group, had little impact on participants' oral performance. Overall, these results may be taken as evidence for the trade-off effects among the different dimensions of L2 learners' oral performance. Furthermore, the multifaceted results signal that learners' approach to different experimental conditions is idiosyncratic and that a series of variables interact in different ways when learners perform orally in L2. These variables include the nature of the task, learners' focus of attention during performance, and learners' effectiveness in implementing and retrieving pre-planned ideas. The findings of the present study might contribute to theory building in second language performance as well as to L2 pedagogy.