Tout discours obéit à la règle de l’interdit, l’euphémisme représente un moyen de détournement par excellence, permettant d’éviter « les paroles de mauvais augure » pour dire « des paroles de bon augure ». Il joue le rôle d’un « déodorant du langage » comme le disent Jamet et Jobert. Bref, l’euphémisme est à l’opposé d’un langage âpre, le dysphémisme. L’intérêt de ce dernier, n’est pas la rupture avec les associations du mot tabou, mais bien au contraire, dans le fait qu’il s’efforce de les évoquer avec plus d’intensité. Pourtant, l’euphémisme et le dysphémisme, loin de se réduire à des procédés banals qui font l’objet d’une simple substitution lexicale du terme interdit, sont avant tout des phénomènes éminemment énonciatifs dont la valeur dépend du contexte. Ainsi, l’euphémisme ou le dysphémisme n’existe pas en lui-même, mais en fonction de sa situation de communication et de sa reconnaissance par le récepteur. Notre réflexion s’inscrit dans le cadre d’une analyse pragma-linguistique de l’euphémisme et du dysphémisme en langue espagnole. Notre objectif majeur est d’interroger le processus d’euphémisation et le processus dysphémique : d’un côté, selon une approche sémantico-lexicale qui se limite à une substitution du tabou par le biais des procédures linguistiques euphémiques ou dysphémiques, et de l’autre, selon une approche pragmatique, par laquelle le signe tabou acquiert sa valeur en fonction de son entourage contextuel, et dans laquelle l’euphémisme ou le dysphémisme sont considérés comme des actes de langage. Nous voulons par ce choix illustrer qu’au plan discursif l’euphémisme et le dysphémisme sont l’objet d’une visée communicative différente de celle du plan proprement linguistique ou sémantique. / Any discourse obeys the rule of prohibition; the euphemism is a means of diversion by excellence, to avoid "ominous words" to mean "auspicious words." It acts as a "deodorant language" as Jamet and Jobert say. In short, the euphemism is the opposite of a harsh language, the dysphemism. The advantage of the latter, is not breaking with the associations of the taboo word, but rather is that it strives to evoke with greater intensity. Yet the euphemism and dysphemism, far from being reduced to mundane processes that are the subject of a simple lexical substitution of the prohibited term, they are above all eminently enunciative phenomena whose value depends on the context. Thus, the euphemism or dysphemism does not exist in itself, but according to the communication situation and its recognition by the receiver. Our thinking is part of a pragma-linguistic analysis of the Spanish language of euphemism and dysphemism. Our major objective is to question the process of both euphemism and dysphemism: on one side, according to a semantic-lexical approach that is limited to a substitution of the taboo through linguistic procedures of euphemism or dysphemism, and on the other side, according to a pragmatic approach in which the taboo sign acquires its value based on its contextual surroundings, and in which the euphemism or dysphemism are considered acts of language. We want to illustrate that by this choice at the discursive plan the euphemism and the dysphemism are subject to different communicative focus than the strictly linguistic or semantic plan.

Peut-on considérer qu'un groupe de jeunes enfants entre 5 et 11 mois interagissant entre eux, peut constituer un contexte d'acquisition particulier avec des bénéfices spécifiques sur un accès au langage et à la communication ? D'abord nous devons déterminer s'il existe une dynamique entre très jeunes pairs d'âge et ensuite examiner quelle serait sa qualité. Prenant comme cadre de référence les interactions entre mère et enfant déjà caractérisées dans la littérature scientifique, l'observation et l'analyse d'un corpus transversal et longitudinal recueilli en milieu de crèche francophone à Paris en 2006 montrent comment certains enfants interagissent entre eux. Afin d'organiser les données, cette dynamique a été classifiée en trois procédés proto-communicatifs : l'attention conjointe, les interactions et les proto-actes du langage, qui ont été chacun, articulés par types. L'analyse qualitative de ces données met en évidence des caractéristiques équivalentes et plus performantes que celles des procédés proto-communicatifs décrits entre mère et enfant. L'observation de l'interaction entre très jeunes pairs d'âge peut constituer un nouveau support de données utiles pour comprendre l'accès au langage et à la communication chez l'enfant. / Can a group of very young infants, between 5 and 11 months of age, interacting together provide an acquisition context with specific benefits of access to language and communication ? First we must determine if a communicative dynamic between very young peers exists and then examine its relevant qualities. Taking as a framework the already theorized interactions between mother and infant, the analysis of transversal and longitudinal data collected from a French nursery in Paris in 2006 shows some babies interacting with each other. In order to organize the data, this dynamic has been classified into three proto-communicative processes; joint attention, interactions and proto-speech acts. Qualitative analysis of peers interactions data shows equivalent and more advanced capacities than those of proto-communicative processes described between mother and infants. These results demonstrate that interactions between very young aged peers may provide a new panel data to understand the access to language and communication in children.

This ethnographic study of asylum seekers in East Anglia, UK, poses the following questions: how do asylum seekers adapt, cope and adjust to life in the UK when their future is so uncertain? To what extent do people seeking asylum relate to an asylum seeker identity? How do asylum seekers negotiate interactions with others as they await an outcome to their application for asylum? This study explores these questions in an effort to gain insight into the role of identity reconstruction during the process of asylum seeking. This thesis is based on twelve months of fieldwork in the towns of Norwich and Great Yarmouth, and to a lesser extent in Peterborough and London, where asylum seekers had been dispersed by either the London Boroughs or the Home Office’s NASS (National Asylum Support Service). During 2002 and 2003, I conducted fieldwork amongst asylum seekers, as well as amongst support workers working for various NGOs that offered a number of support services for asylum seekers. The focus on asylum seekers’ speech-acts is a method to observe the primary form of social action by which asylum seekers articulate a shared place, liminal immigration system and interaction with others. These elements shape asylum seekers’ identity in the UK. Consequently, asylum seekers’ predicament can be understood as a movement through the immigration system, but also an existential movement as each person tries to negotiate their existence. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1331561 / Thesis (Ph.D.) -- University of Adelaide, School of Social Sciences, 2008

In electronic commerce, systems development is based on two fundamental types of models, business models and process models. A business model is concerned with value exchanges among business partners, while a process model focuses on operational and procedural aspects of business communication. Thus, a business model defines the what in an e-commerce system, while a process model defines the how. Business process design can be facilitated and improved by a method for systematically moving from a business model to a process model. Such a method would provide support for traceability, evaluation of design alternatives, and seamless transition from analysis to realization. This work proposes a unified framework that can be used as a basis to analyze, to interpret and to understand different concepts associated at different stages in e-Commerce system development. In this thesis, we illustrate how UN/CEFACT’s recommended metamodels for business and process design can be analyzed, extended and then integrated for the final solutions based on the proposed unified framework. Also, as an application of the framework, we demonstrate how process-modeling tasks can be facilitated in e-Commerce system design. The proposed methodology, called BP3 stands for Business Process Patterns Perspective. The BP3 methodology uses a question-answer interface to capture different business requirements from the designers. It is based on pre-defined process patterns, and the final solution is generated by applying the captured business requirements by means of a set of production rules to complete the inter-process communication among these patterns.

"September 2008". / Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009. / Bibliography: p. 189-196. / The purpose of this research was to analyse the pragmalinguistic and sociopragmatic development of language groups at different proficiency levels and investigate the relationship between interlanguage pragmatics and grammatical competence. For this study, 36 native Spanish speaking EFL learners at different proficiency levels were asked to respond in English to 24 different situations which called for the speech acts of request and apology. Their English performances were compared to those of 12 American English native speakers in order to provide base-line cultural data. Thirty six Mexican Spanish native speakers also participated as a control group in order to analyse the role of the mother tongue in the performances of the EFL learners. The data, collected using a carton oral production task (COPT), were analysed quantitatively and qualitatively. Results showed three important findings that illuminate the relationship between pragmatic development and grammatical competence and lent support to Kasper and Rose's (2003) claim of a universal pragmatic principle. The first finding suggested that basic adult learners possess a previous pragmatic knowledge in their L1 that allows them to focus on the intended meaning and, in most cases, and to assemble (from the linguistic structures available to them) an utterance that conveys a pragmatic intention and satisfies the communicative demands of a social situation. The second finding revealed that there are two essential conditions to communicate a linguistic action: the knowledge of the relevant linguistic rules and the knowledge of how to use them appropriately and effectively in a specific context. Without an elementary knowledge of the linguistic rules, it is impossible to select the forms to realize a speech act in a target-like manner. The findings further suggested that advanced learners possess the grammatical knowledge to produce an illocutionary act, but they need to learn the specific L2 pragmatic conventions that enable them to know when to use these grammatical forms and under what circumstances. / Mode of access: World Wide Web. / xi, 238 p. ill

El objetivo de este estudio es investigar la noción semántica de la modalidad deóntica y sus concretas representaciones lingüísticas en los prospectos médicos. Mediante un método cuantitativo comparamos seis prospectos españoles con seis argentinos, a fin de comprobar semejanzas y diferencias con respecto al grado de la fuerza deóntica de las instrucciones, así como la preferencia por ciertas construcciones lingüísticas. Todas las instrucciones encontradas en los textos son colocadas en un escala deóntica de tres grados dependiendo del grado de obligación que expresan. El resultado señala una diferencia clara entre España y Argentina en cuanto a la distribución de la fuerza deóntica; mientras que los prospectos españoles tienen una preferencia por el tercer grado deóntico, predomina el segundo grado en los textos argentinos. Creemos que la diferencia regional se debe a una focalización distinta del grupo de receptores. Además mostramos que la distribución deóntica varía en las secciones de los prospectos dependiendo de su función comunicativa. Finalmente señalamos que pese a la preferencia por las mismas cuatro construcciones lingüísticas en ambos países, el orden interno varía. Mientras que el imperativo predomina en los prospectos españoles, cosa que refuerza el rasgo personal de los textos, los prospectos argentinos prefieren las construcciones modales, las construcciones impersonales y el infinitivo antes que el imperativo, lo cual les atribuye a los textos un carácter más formal.

Cette recherche aborde le dialogue du cinéma. Elle propose une description de quelques interactions verbales couramment présentes dans les échanges quotidiens à travers une analyse d’un corpus cinématographique composé de comédies récentes (Amélie Poulain, Quatre étoiles, la Doublure, Ah ! si j’étais riche, Moi, César…). Les résultats de cette étude fondamentalement descriptive, intéressent [a] le domaine de la relation entre la description des interactions et la didactique du français et de l’arabe langues étrangères ou langues secondes, et [b] la problématique de la traduction des sous-titres cinématographiques, qui constitue la partie la plus importante de son apport. Cette étude cherche, [a] d’un point de vue de didactique des langues, à dégager des interactions pouvant contribuer à enrichir les fonctions du niveau B2 du Cadre européen commun de référence pour les langues. Le travail se fonde sur l’analyse de certains actes de langage rituels et fonctionnels : salutations, remerciements, excuses, demande, offre et proposition. Les différentes réalisations linguistiques de ces actes forment un inventaire susceptible d’enrichir le référentiel du français langue étrangère ainsi que celui de l’arabe langue étrangère à travers la traduction du dialogue français (les sous-titres). [b] Concernant la problématique traductionnelle, l’analyse des interactions observées (dialogues français transcrits par nous et sous-titres en arabe) font apparaître des liens entre la traduction et la culture, ainsi que des problèmes spécifiques liés aux contraintes de la traduction audiovisuelle et particulièrement au sous-titrage. Les extraits analysés dans la thèse sont repris dans les annexes, avec traduction, rétro-traduction et, au besoin, des notes explicatives, afin d’offrir la possibilité d’une lecture libre d’une partie du corpus. / This research is based on cinema dialogs. It offers a description of aspects of verbal interactions currently found in everyday life situations through a cinematograph corpus (recent French comedies : Amélie Poulain, Quatre étoiles, la Doublure, Ah ! si j’étais riche, Moi, César…). The results of this essentially descriptive study should be of interest for: [a] relations between the description of verbal interactions and the teaching/learning of French and Arabic as foreign or second languages, and [b] issues related to the translation of cinema subtitles, which are in fact the essential part of this study. The latter seeks to identify [a] in the context of the teaching/learning of foreign languages, interactions that help enrich the French B2 level (with reference to the Common European Reference Framework for Languages). The approach illustrates some pragmatic functions in the B2 level, and is based on the analysis of some speech acts (ritual and functional) including greetings, thanks, apologies, requests, offers and proposals. The different linguistic realisations of these acts propose an inventory aiming at enriching the Referential Framework for French and Arabic as foreign or second languages. Arabic is seen through the translation of subtitles. [b] With regards to translation issues, the analysis of the verbal interaction observed in the above mentioned cinema corpus (French dialogs transcribed by us and Arabic subtitles) bring forth some relations between translation and culture, in addition to problems which are specific to the constraints of audiovisual translation, with special reference to subtitling. Excerpts analysed in the dissertation are reproduced in the Annexes, with their translation, a retro-translation, and, when needed, explanatory notes, in order to offer a free reading of parts of our corpus.

Durante las últimas décadas se han llevado a cabo una serie de discusiones con respecto al rol que deben ocupar los estudios pragmáticos en la enseñanza de lenguas y sus implicaciones en la labor pedagógica (Bardovi-Harlig, 1996). En este sentido, el presente estudio cualitativo tiene por objetivo identificar factores que inciden en la competencia sociopragmática (CSP) en la enseñanza ELE (Español como Lengua Extranjera) dentro de un contexto escolar sueco, con estudiantes de bachillerato de nivel B1-B2 según el Marco Común Europeo de Referencia para las lenguas (MCER). La medida de la CSP de los estudiantes se obtiene a través de las muestras de lenguaje proporcionados por actividades de elicitación mediante cuestionarios, mientras que los datos relacionados a los factores de incidencia en el aula se obtienen a través de entrevistas de profundización. Comparamos los niveles de CSP de los estudiantes con los factores de aula y los resultados obtenidos indican que el rol del profesor y su elección didáctica tienen mayor incidencia en la CSP de sus alumnos. Con respecto a las percepciones de los estudiantes, se observa que aquellos estudiantes con mayor nivel de CSP tienen una percepción positiva hacia estos contenidos, mientras que aquellos con niveles más bajos demuestran una visión negativa. Se concluye que existen, en efecto, factores positivos de incidencia en la CSP dentro de un contexto formal de enseñanza, principalmente centrados en el rol del profesor. / In the past decades many investigations have discussed the role of pragmatic research in language teaching. Moreover, this discussion has also pointed out how pragmatics can influence in the pedagogical work (Bardovi-Harlig, 1996). The aim of this qualitative study is to identify factors in classroom settings that influence sociopragmatics competence (SPC) in Spanish foreign language learners. In an attempt to better understand these factors within the Swedish education system, this study tested 54 high school students of level B1-B2 according to the Common European Framework of Reference for Languages (CEFR). Students' SPC was obtained by language samples provided through elicitation questions. In other hand, data related to the influence of factors in classroom settings in SPC were obtained through in-depth interviews. The results obtained by comparing students' SPC with factors in the classroom context display that teachers' role and their didactics approaches appear with greater importance for the students SPC. From the students perception it was also inferred that students with greater SPC level present positive perception to sociopragmatics‟ contents in the classroom. However, students with lower level show negative perception for the regarding content. Therefore, the factors focused on the role of language teachers emerge with higher positive influence to learners‟ SPC.

The present thesis interpretes Nicholas Onuf´s fundamental book World of Our Making. This text tries to evaluate Maja Zehfuss´ and Charlotte Epstein´s poststructuralist arguments against constructivist IR theory and tries to resolve the problem within a broader philosophical context. In the end it seeks to consider their argument against the inherent tension of Onuf´s constructivism and consequently suggest a possible solution.

[pt] Recentemente, a indústria de jogos tem demonstrado crescente interesse no desenvolvimento de jogos que utilizam técnicas sofisticadas de Inteligência Artificial (IA). Verifica-se, dessa forma, o surgimento de jogos mais realistas, tanto no aspecto gráfico quanto no comportamento dos personagens. O jogo Black&White (B e W), desenvolvido pela empresa Lionhead Studios, é considerado um exemplo importante da utilização de técnicas de IA em jogos, e obteve um grande sucesso. Parte desse sucesso se deve ao fato de haver revelado uma interessante arquitetura deliberativa para agentes computacionais, baseada no modelo de agentes deliberativos chamado BDI (Belief, Desire and Intention, ou Crença, Desejo e Intenção). O presente trabalho visa desenvolver um estudo sobre a arquitetura utilizada no jogo B e W, e também sobre a interação de personagens que utilizam as técnicas presentes nesta arquitetura. Esta interação envolverá a utilização de um protocolo inspirado na linguagem de comunicação chamada KQML (Knowledge Query and Manipulation Language, ou Linguagem de Consulta e Manipulação de Conhecimento). / [en] Recently the game industry has been demonstrating much interest in the development of games that use more powerful Artificial Intelligence (AI) techniques. In this way, many games have been developed with more realistic graphics and character behavior. The game Black and White (B and W), developed by Lionhead Studios, is considered an important example of the use of AI techniques in games, and has resulted in a great success, disclosing a very interesting deliberative architecture for computational agents. Such architecture is based on the deliberative model called BDI (Belief, Desire and Intention). The present work aims to develop a study on the architecture used in game B&W, and also on the interaction of characters that use the techniques applied in this architecture. This interaction will use a protocol inspired on the communication language KQML (Knowledge Query and Manipulation Language).