Made available in DSpace on 2015-03-12T14:01:23Z (GMT). No. of bitstreams: 1 EdilsonSS.pdf: 597258 bytes, checksum: 79d980c19e3207e41177afaf39d3043a (MD5) Previous issue date: 2015-03-12 / The general aim of this work is to verify the occurence of variant forms of negation in spoken English with the purpose of making a comparative study between the English and the Portuguese languages. As for Portuguese, we used as a matter of reference a study already made on negation. As for English, we analized a corpus of the North American English variant organized by a university in the United States. This study is based on the North American Functional Linguistics theoretical perspective, which considers relevant the study of language used in real situations of communicative interaction. The data analisys proved that there is at least one form of negative variant in spoken English which is not allowed by prescriptive grammar. This phenomenon turns out to be similar to Portuguese, which includes three variant strategies. According to the data obtained, it was possible to verify that the variant strategy used in English, from a contrastive point of view, corresponds to a negative strategy ruled by Portuguese prescriptive grammar. Finally, we discussed about the different conceptions of language, grammar and teaching, giving suggestions to colaborate to a productive and reflexive teaching of first or second language / O objetivo geral deste trabalho ? verificar a ocorr?ncia de formas negativas variantes no ingl?s falado no intuito de realizar um estudo comparativo entre as l?nguas inglesa e portuguesa. Em rela??o ao portugu?s, tomamos como refer?ncia um estudo realizado sobre o fen?meno da nega??o. Em rela??o ao ingl?s, procedemos ? an?lise de um corpus da variante americana organizado por uma universidade nos Estados Unidos. Este estudo baseia-se na perspectiva te?rica da ling??stica funcional de vertente norte-americana, que considera relevante o estudo da l?ngua atrav?s da an?lise de situa??es reais de comunica??o interativa. A an?lise dos dados mostrou que existe na l?ngua inglesa falada pelo menos uma forma negativa n?o prevista pela gram?tica prescritiva, semelhantemente ao que acontece na l?ngua portuguesa, que disp?e de tr?s estrat?gias variantes. De acordo com os dados obtidos, foi poss?vel verificar, inclusive, que a estrat?gia de nega??o variante encontrada no corpus do ingl?s, em termos comparativos, corresponde a uma estrat?gia de nega??o prevista pela gram?tica prescritiva do portugu?s. Por fim, discorremos sobre as diferentes concep??es de l?ngua, gram?tica e ensino, fazendo sugest?es que possam colaborar para um ensino de l?ngua (tanto materna quanto estrangeira) de forma produtiva e reflexiva

Made available in DSpace on 2014-06-11T19:29:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-05-06Bitstream added on 2014-06-13T19:39:12Z : No. of bitstreams: 1 oliveira_nc_me_arafcl.pdf: 628711 bytes, checksum: 2b35068945763019c13a09d8fe5a8e3a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho apresenta um estudo sobre concordância verbal cujo objetivo é o de verificar se o fenômeno em questão se caracteriza como uma regra variável, bem como quais fatores linguísticos e extralinguísticos condicionam essa variação. Para tanto, o escopo do estudo se restringiu à língua falada e escrita pelos moradores da região noroeste do Estado de São Paulo. Utilizaram-se dois corpus para viabilizar a execução da pesquisa, a saber, um pertencente ao IBILCE/ UNESP sob a denominação “O português falado no interior paulista: constituição de um banco de dados anotado para o seu estudo” (PROCESSO FAPESP 03/08058-6), e outro composto por redações escolares de alunos do ensino fundamental I ao ensino médio. Como fatores linguísticos relevantes para nossa análise, destacamos a saliência fônica verbal, o paralelismo formal, a posição do sujeito e a estrutura do sujeito. Como fatores extralinguísticos, a faixa etária e o grau de escolaridade. Utilizamos o programa computacional GOLDVARB-X para realizar a análise quantitativa, cujos resultados mostraram ser a concordância verbal, tanto na escrita quanto na fala, uma regra variável, condicionada principalmente pelo grau de escolaridade dos informantes. Em ambas modalidades, temos 85% de aplicação da regra, porcentagem que consideramos alta / This study aims to ascertain whether the verbal agreement is a phenomenon which constitutes a variable rule, and therefore to track the linguistic and extralinguistic factors which would create such a variation. To do so, this scope restricts its scope to the spoken and the written language as it is used by speakers from the northwest of the São Paulo State. Two corpora have been used to make this research feasible, namely, one from IBILCE/UNESP, whose Portuguese title translates as ‘The Portuguese spoken in the São Paulo State countryside: the constitution of an annotated database for its study’, and another one consisting of pieces of writing by students at either elementary or high school levels. We pay special attention to linguistic factors such as verbal phonetic salience, formal parallelism, the position of the subject as well as to the structure of the subject, which we deem relevant for our analysis. As of extralinguistic factors, we stress the importance of the age group and also of the educational level. We conducted the quantitative analysis using the GOLDVARB-X software, the results of which lead us to figure that the verbal agreement is a variable rule created mainly by the extralinguistic factor concerning the interviewee’s level of education, in either the written or in the spoken form. In both situations, the aforementioned rule applies to 85% of cases, a percentage which we deem to be high

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No. of bitstreams: 6 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Tese-Lisa Valéria Vieira Torres-2013 (1).pdf: 17610771 bytes, checksum: 00731638e2e19c4b78653bed950e9f47 (MD5) Tese-Lisa Valéria Vieira Torres-2013 (2).pdf: 15927021 bytes, checksum: ead518310d7e6f32e733d3a1e92ed41b (MD5) Tese-Lisa Valéria Vieira Torres-2013 (3).pdf: 7784327 bytes, checksum: 78393ade5287f0a98f094d6700b52b9f (MD5) Tese-Lisa Valéria Vieira Torres-2013 (4).pdf: 19148954 bytes, checksum: ded3c26b8cad2d62a736b9d6955f9c91 (MD5) Tese-Lisa Valéria Vieira Torres-2013 (5).pdf: 19188148 bytes, checksum: 48dfc0160bed8c2c41cdfc73fde54a6c (MD5) Previous issue date: 2013-12-18 / This thesis presents a discussion about innovation and conservation of the modern Brazilian and European Portuguese varieties, observing historical-linguistic marks in the speech of elderly people in two speech communities. The first is located in Pilar de Goiás, in the central-western region of Brazil. The choice of this city is due to geographic and social factors contained in their formation, provided by the passage of the Bandeiras. The second community is in Trás-os- -Montes, a region located at northeast of Portugal. It was decided by the guidelines of the corpus of Trás-os-Montes, because a read of José Leite de Vasconcellos (1929) that contained references to linguistic aspects of conservation in relation to the Romance languages. This paper aims to broaden the debate on issues of conservation and innovation of varieties of Portuguese, present in the speech of the residents of these places, from the theoretical perspective of the project Linguistics and History of the Colonization of Goiás, developed by the program of post graduated studies in Literature and Linguistics at the Federal University of Goiás. In this connexion we discuss the hypothesis of shared linguistic features and we rank similarities and differences, especially with regard to the state standard of the Portuguese. Two field researches, a qualitative study, were conducted between 2009 and 2011, through recorded interviews with Brazilian and Portuguese people. We selected 8 residents in Pilar de Goiás and 8 of Trás-os-Montes. The theoretical scope of this thesis revisited, given its nature, permeates areas of linguistics discussing the implications of the spoken language, namely: Sociolinguistics, Dialectology and Geolinguistics, besides considering the Ecolinguistics as a key proposal, since the conception of language advocated in this work fits into the relationship between the natural, mental and social environment, established through acts of communicative interaction. The analysis of oral records reveals that are shared features between these two communities, especially with regard to paragoge visible in the two variants of the Portuguese language .On the other hand,concerning the innovative aspects, the differences are remarkable mainly in the syntax. / Apresenta-se nesta tese uma discussão sobre a inovação e conservação do português moderno nas variedades brasileira e lusitana, observando marcas histórico-linguísticas na fala de idosos de duas comunidades de fala. A primeira se localiza em Pilar de Goiás, na região centro- -oeste do Brasil. A escolha dessa cidade se deu a fatores geográficos e sociais contidos em sua formação, proporcionados pela passagem das Bandeiras. A segunda comunidade está em Trás-os-Montes, uma região localizada a nordeste de Portugal. Decidiu-se pelo enquadramento do corpus de Trás-os-Montes devido à leitura de um opúsculo de José Leite de Vasconcelos (1929) que continha referências sobre aspectos linguísticos de conservação em relação à língua românica.O objetivo deste trabalho; pois, é ampliar o debate sobre aspectos de conservação e inovação das variedades da língua portuguesa, apontadas nas falas dos moradores destas localidades, sob os moldes do projeto A Linguística e a História da Colonização de Goiás, desenvolvido pelo departamento de Pós-Graduação em Letras e Linguística da Universidade Federal de Goiás. Nessa direção, verificam-se traços linguísticos compartilhados e elencar semelhanças e diferenças, principalmente no que se refere à norma estatal do português ( considerada padrão). Duas pesquisas de campo, de cunho qualitativo, foram realizadas entre 2009 e 2011, por meio de entrevistas gravadas com brasileiros e portugueses. Selecionou-se oito sujeitos residentes em Pilar de Goiás e 8 sujeitos de Trás-os-Montes. O escopo teórico revisitado nesta tese, dada sua natureza, perpassa por áreas da Linguística que discutem as implicações da língua falada, a saber: Sociolinguística, Dialetologia e Geolinguística, além de considerar a Ecolinguística como uma proposta fundamental, uma vez que a concepção de língua defendida neste trabalho, se insere na relação entre meio ambiente natural, mental e social, estabelecida por meio de atos de interação comunicativa. Verificou-se, pela análise dos registros orais, que há traços compartilhados entre as duas comunidades referidas, principalmente no que se refere à paragoge, visível nas duas variantes da língua portuguesa. Por outro lado, no que respeita a aspectos inovadores, as dessemelhanças são perceptíveis, principalmente, na sintaxe.

Esta dissertação de mestrado tem como objeto a edição genética de A gramatiquinha da fala brasileira obra inacabada e inédita pertencente à série Manuscritos Mário de Andrade, no arquivo do escritor, no patrimônio do Instituto de Estudos Brasileiros da Universidade de São Paulo. Apresentando a obra em fac-símile, esta Edição genética dA gramatiquinha da fala brasileira de Mário de Andrade, inscrita no Programa de Pós-Graduação em Literatura Brasileira da FFLCH-USP, é resultado do projeto temático FAPESP/ IEB e FFLCH-USP, Estudo do processo de criação de Mário de Andrade nos manuscritos de seu arquivo, em sua correspondência, em sua marginália em suas leituras, coordenado, entre 2006-20011, pela Profa. Dra. Telê Ancona Lopez. A partir da análise documental e escritural, à luz da arquivística, da codicologia e da crítica genética, buscou-se compreender a materialidade do dossiê genético e a sistematização, operada por Mário de Andrade, das constâncias da língua portuguesa falada no Brasil. / This dissertation had as object The genetic edition of The little grammar of spoken Brazilian-Portuguese, the unfinished and unpublished manuscripts belonging to the series Mário de Andrade, in the writers file at the patrimony of the Institute for Brazilian Studies, University of São Paulo (IEB/USP). Featuring the work in fac-simile, this edition enrolled the Graduation Program in Brazilian Literature at FFLCH-USP, is a result of the thematic project FAPESP/ IEB/FFLCH-USP Mário de Andrades creative process study: in his manuscripts in his file, his correspondence, in his marginalia in his readings, coordinated between 2006-2011, by professor Telê Ancona Lopez. Based on documentary analysis and scriptural of archivistics, the codicology and genetic criticism, we sought to understand the materiality of genetic dossier and systematization operated by Mário de Andrade, constancies of the Portuguese language spoken in Brazil.

A OACI (Organização de Aviação Civil Internacional), órgão que estabelece regulamentações na aviação civil em nível mundial, define o inglês para aviação como uma junção entre a Fraseologia Aeronáutica sublinguagem empregada por pilotos e controladores de tráfego aéreo em comunicações radiotelefônicas em situações rotineiras e o inglês comum (plain English), utilizado quando a Fraseologia Aeronáutica não se mostra suficiente. Após averiguar que acidentes aéreos foram agravados por falhas de comunicação, a OACI passou a exigir dos profissionais supracitados uma licença para operações internacionais. Para tal licenciamento, é requerida uma avaliação de proficiência linguística, prescrita no Manual de Implementação de Proficiência Linguística, ou DOC 9835, publicado pela OACI em 2004. A partir de então, o inglês aeronáutico teve seu grau de importância elevado e começou a ser avaliado em países ao redor do mundo, por governos e/ou por instituições internacionais, e, nos últimos anos, foram publicados materiais didáticos que se propõem a atender a essa nova demanda. Identificando a falta de autenticidade nesses materiais, e um descompasso entre a definição proposta pela OACI e o Glossário de Estruturas Básicas e Complexas adicionado à segunda edição do DOC 9835 (ICAO, 2010), buscamos no aporte teórico da Linguística de Corpus uma metodologia para a descrição do plain English utilizado em contextos aeronáuticos em uso real. Assim, o objetivo desta pesquisa é apresentar um estudo descritivo da linguagem utilizada por controladores de tráfego aéreo e pilotos em comunicações radiotelefônicas em situações anormais; para atingi-lo, compilamos um corpus falado extraído desse contexto. A partir desse corpus, analisamos, primeiramente, os padrões fraseológicos no entorno de cinco itens lexicais runway [pista], aircraft [aeronave], emergency [emergência], fuel [combustível] e engine [motor] , que foram evidenciados como as palavras de conteúdo mais frequentes no corpus de estudo. Contrastamos, em seguida, nossos resultados com o Glossário de Estruturas do próprio DOC 9835. Nossos resultados apontam que, assim como recomendado pela OACI, o inglês para aviação é simples e objetivo, não correspondendo ao tipo de linguagem sugerida no referido anexo nem ao conteúdo programático dos materiais didáticos utilizados atualmente. / ICAO (International Civil Aviation Organization), a specialized agency which regulates civil aviation worldwide, defines aviation English as a combination of Aeronautical Phraseology a sublanguage used by air traffic controllers and pilots in radiotelephony communications in routine situations and plain English, used when Phraseology does not suffice. After verifying that air crashes were aggravated by miscommunications, ICAO started requesting a proficiency level accredited in the licenses of these two professionals when operating internationally. To obtain this license, applicants are required to take a proficiency exam, prescribed in the Manual of Implementation of Proficiency Requirements, or DOC 9835, published by ICAO in 2004. Since then, aviation English has reached a higher level of importance, and started being evaluated by governments and institutions throughout the world and, in the last years, coursebooks have been published with the objective of meeting those needs. Having identified a lack of authenticity in such materials, as well as an imbalance between the definition of aviation English in DOC 9835 and the Glossary of Basic and Complex Structures added to its second edition (ICAO, 2010), we used Corpus Linguistics as a methodology to investigate this language for special purposes in its real environment. Therefore, this research presents a description of the language used by air traffic controllers and pilots in radiotelephony communications when in abnormal situations. To achieve our goals, we compiled a spoken corpus extracted from this context. For this study, we primarily investigated the phraseological patterns in the surroundings of five lexical items runway, aircraft, emergency, fuel and engine , chosen because of their high frequency status in our corpus. We then contrasted our results with the Glossary attached to DOC 9835, which suggests a list of grammar structures on which the assessment and training of aviation English should be based. This research concludes with a demonstration of the simplicity, objectiveness and clarity of the plain English identified in our corpus, which does not correlate with the structures recommended in the Glossary nor with the language explored in coursebooks published to this end.

The purpose of this essay is to investigate pupils’ attitudes towards spoken English and towards speaking in front of their friends, and how these attitudes appear to be related to their oral communication and communicative behaviour in the classroom. The material was collected by video taping two classes, a questionnaire in these two classes and by interviewing their teacher. The results show that motivation and anxiety are psychological factors that play a significant role in the learning process. Attitudes, both towards the target language and towards their own production affect pupils’ willingness to communicate, and consequently their oral production in different tasks. The larger the group is, the more anxious they become. In order to motivate pupils, a variety of exercises is needed, where the topic is of great importance to awaken their interest for communication. The teacher also needs to circulate in the classroom to avoid a situation where pupils switch to their first language. Otherwise, pupils appear to code-switch as soon as an opportunity presents itself, which was observed in the analyses of recorded lessons.

Cette thèse a pour objectif de donner une représentation du fonctionnement de la communication dans les discussions à visée philosophique (enregistrées à l’école primaire et au collège). Plus particulièrement, il s’agit d’étudier la dimension intersubjective de la communication et de la construction du sens au sein de ces pratiques ainsi que la façon dont l’interaction se co-construit. Selon nous, la reconnaissance de l’importance de l’interlocuteur dans l’énonciation est indispensable pour saisir la véritable nature de la communication. Ainsi, en partant d’une approche interactionniste et socio-constructiviste, la construction du sens est envisagée comme un processus dynamique et comme une action commune aux locuteur et interlocuteur(s). Les bénéfices des pratiques philosophiques avec les enfants sont reconnus. L’analyse des interactions menée sur corpus montre que la discussion à visée philosophique est un terrain propice à la construction collective du discours, du sens et de la conceptualisation. Nous nous intéressons aux mécanismes de cette construction collective réalisée par les enfants et au rôle de l’animateur dans cette construction. Nous étudions particulièrement les phénomènes de reprise et un phénomène linguistique figurant parmi les processus d’orientation de l’attention permettant de guider l’interprétation et la compréhension des interlocuteurs : la dislocation à gauche du sujet. L’observation des données permet de contribuer à définir les fonctions pragmatiques de ces phénomènes ainsi que les différents buts communicatifs associés à leur emploi par les enfants et par l’animateur lors des discussions à visée philosophique / This thesis investigates meaning construction during philosophical discussions that took place at both a French first and middle school. More precisely, it studies the intersubjective dimension of communication and the construction of meaning in these practices. At the same time, it examines the ways in which the interaction is co-constructed. We believe that recognising the interlocutor’s importance in the utterance act is essential in order to understand the true nature of the communication. Employing interactionist and socio-constructivist approaches, the construction of meaning is considered as a dynamic process and as a joint action between the speaker and interlocutor(s).The benefits of conducting philosophical discussions of this type with children have previously been recognised in the literature. The analysis of interactional corpora shows that philosophical discussion is a favourable environment for the collective construction of speech, meaning and conceptualization. This doctoral study considers the mechanisms of this collective construction conducted by children and the role of the facilitator within this process. In this way, the thesis examines different phenomena like the repetition/reformulation and the left-dislocation of the subject. This linguistic phenomenon forms part of the attention orientation process and guides collective interpretation and understanding. Data analysis allows the thesis to contribute to define the pragmatic functions of the studied phenomena and the different communication purposes associated with their use by children and by the facilitator during philosophical discussions.

Most pupilsin grade 5 and grade 9 pass the oral part of the national exam. The aim of thispaper is to find out when and how often the pupils speak English in theclassroom. There is also a question of when and how often the teachers speak inEnglish and why the teachers make these choices. The studywas carried out by using a questionnaire. The pupils were asked two questionsand the teachers were asked almost the same two questions with the addition offive open questions. 71 fifth graders from four different classes and 94 ninthgraders from four different classes responded. 3 teachers from grade 5 and 4teachers from grade 9 also participated. Theresults show that both the teachers and the pupils use spoken English in avariety of situations such as communication between teacher and pupil and amongpupils. The younger pupils take on a more passive role, like imitating theteacher, but there is a progression from more controlled situations to moreopen situations. There seems to be a more varied, but less regular communicationin the older ages. The teachers want to speak English as much as possible, butoften explain difficult parts in Swedish in order for the pupils to understand.

The present thesis studies two types of performance phenomena, namely filled pauses and repeats. Both naturally occur in spoken discourse and do not hinder communication, their main function is to decrease the effects of online planning pressure. Since a speaker has to plan and produce language at the same time, non-native speakers are expected to experience greater difficulties when speaking a foreign language. The main aim of the present paper is to analyze English native speakers and Czech advanced speakers of English in terms of how their usage of these two phenomena differ. Attention is paid to overall frequencies as well as to their distribution, alternatively variation, and further performance phenomena in their proximity. The analysis comprises 3 non-native and 3 native speakers which were selected from the multilingual learner corpus LINDSEI and the monolingual corpus LOCNEC respectively.

This study investigates the acquisition and use of metadiscourse markers in learners/users of L2 Spanish and the role these markers play in the development of fluency and conversational participation during a five-month stay in Spain as exchange students of business administration. The study has been conducted in three steps. The first part focuses on the theory and categorization of metadiscourse markers, followed by an analysis of the use and development of these markers in learners of L2 Spanish. The second part deals with the categorization and operationalization of aspects of fluency and conversational participation that can be associated with the use of metadiscourse markers; followed by an analysis of these aspects in the performance of the learners. The third part of the study is a summary of the results obtained and a discussion of the relationship between the use of metadiscourse markers and the development of fluency and conversational participation. The data underlying the current study consists of a selection of 17 recorded conversations between learners of L2 Spanish and native speakers of Spanish taken from the AKSAM database. The conversations belong in two activity types: discussions and simulated negotiations. The selected sample has a duration of approx. 10 hours and comprises 87 683 words. The study focuses on nine learners who have been recorded at the beginning and at the end of their five month study-abroad stay. Results show that frequency of use of metadiscourse markers has increased considerably at the end of the stay in the majority of the learners under study. A qualitative development can also be found, through which the metadiscourse markers that characterize the learners’ L1 and/or interlanguage have been substituted by more target-like expressions. Furthermore, both their fluency and level of conversational participation have generally increased. Within this development, however, a notable individual variation can be found. The learners who show the strongest development as regards fluency and conversational participation are also found to exhibit the most salient development of metadiscourse markers. Since disfluency is reduced to a lesser degree in those participants who also exhibit a less developed use of metadiscourse markers, it is argued that the development of metadiscourse markers in the L2 learner runs parallel to the development of discourse skills, but also that acquiring an adequate use of metadiscourse markers helps developing these skills.