The general view by some linguists seems to be that the French simple future is often replacedby the periphrastic future in spoken language; a natural development characterized by anincrease of analytical forms at the expense of synthetic forms. However others claim that theusage of both simple and periphrastic future are still present in ordinary French, both havingdifferent implications. In this particular study, we examine the usage of simple future andperiphrastic future in the corpus ESLO2, which consist of transcripts of interviews andconversations from Orléans, France. We also examine some of the linguistic factors thatmight affect the usage of the two forms. Our hypothesis, based on previous literature andarticles treating the subject, being that the periphrastic future is used more frequently than thesimple future and that the traditional distinction between the two forms is not adequate inexplaining their usage in spoken French. The results of the study show that the periphrasticfuture is used more frequently than the simple form, and that there are linguistic factors thatcould explain their usage, however it is difficult to find unison explanations and furtherstudies are needed to conclude the factors behind the two forms.

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.

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.

The aim of the thesis is to propose a tagging system for a learner corpus of spoken English which would, apart from tagging errors, focus also on the features specific for spoken language. Theoretical part, therefore, introduces basic concepts including learner language, the development of learner corpora in the last 20 years and both classical and computer-aided error analysis. Features typical of spoken language are described in the theoretical part as well since these are the focus of the research part of the thesis. The Louvain tagging system used for error-tagging of a leaner corpus of written language is used as the basis for the tagging system proposed in this thesis. Based on the analysis of 20 transcriptions taken from the Czech part of spoken learner corpus LINDSEI, modifications of the categories taken from the Louvain error-tagging system are proposed and new categories necessary for a better description of spoken language are introduced. The tagging system proposed in this thesis should make further analysis of the tagged corpus easier.

The thesis analyses syntactic complexity of monologic tasks of 10 B2 and 10 C1 speakers of English with Czech as their L1. The data derives from LINDSEI_CZ (Gráf 2017). The transcripts of the recordings were segmented into AS-units (Foster et al. 2000) and adapted for the purposes of the analysis. Syntactic complexity was calculated using following measures: mean length of AS-unit, mean length of clause, clauses / AS-unit. These were complemented by fine-grained indices of structural complexity, comprised of ratios of subordinate clause types and coordinate verb phrases per total number of clauses (Vercellotti & Packer 2016) and a weighted complexity scale designed by Vercellotti (2018). The results of the quantitative analysis showed no significant effect of proficiency on syntactic complexity of the speakers. In fact, all speakers irrespective of language proficiency level produced very similar complex structures as opposed to lower-proficiency structures. This indicates that more fine-grained indices should be incorporated into spoken complexity research. At the same time, scores of each measure varied considerably within groups, pointing at the importance of inter-speaker variability in this research. The thesis thus produced outcomes that are largely methodological, in that it has identified...

The subject of this thesis is orality in informal dialogic computer-mediated communication (henceforth CMC). This type of communication is represented by internet discussions, discussion fora, and Facebook posts. All these three genres are compared with informal spoken face-to-face dialogues. The data are covered by the Koditex corpus, which contains the CMC genres, and the Ortofon corpus of spoken language. The term orality can refer both to the realized communication form - spoken or written (so- called media orality) and to the summary of linguistic characteristics associated with the prototypical informal spoken dialogue (so-called conceptual orality). This thesis focuses only on conceptual orality, which is based on nine language features divided into the three following areas: dialogicity, spontaneity, and fulfilment of pragmatic needs of communication participants. The analyses show significant similarity between the functional use of features in both spoken and written communication. This applies primarily to the features associated with spontaneity (repetition of the same words, the presence of word fragments, typos and misspellings) and the fulfilment of pragmatic needs (discourse markers, pronoun non-dropping, iteration of graphemes). It follows that the selected CMC genres appropriately...

A rubric specifically for speaking skills was recently implemented and practiced in an English classroom for grade 6, in a school in the south of Sweden. The predetermined effected results of how the rubric works is debated among many schools and researchers, but no research have been done on the actually effects specifically in this area recently. Therefore, the overall aim for this study is to analyse how this specific tool for the spoken language learning works in practice. The study includes theory and previous research, which will be presented and moreover discussed in relation to the findings. Semi-structured interviews will be used and the participants are two teachers who teached year 6 at the same school in a city in the south of Sweden; both used the rubric in the English classroom. I investigated why and how it was implemented and used in the English classroom. Moreover, I answered the questions of what kind of rubric was used; and by comparing the rubric to the knowledge requirement in the syllabus, I determined how it outlined the knowledge requirements. In addition, by analysing the teachers’ answers, I investigated how the rubric affected the students’ learning and how it facilitated the learners’ self-awareness of their language development. The conclusion demonstrates that the rubric for speaking skills is beneficial for the majority of the students, but it has a negative effect on the students who are on a lower knowledge level than the rubric includes.

La deficiencia de lenguaje hablado, es uno de los problemas que ha existido desde siempre en niños de edad preescolar, y a raíz de la pandemia los porcentajes han aumentado, es por ende que se desarrolló una investigación, cuyo objetivo fue, aplicar juegos orales a infantes de cinco años después de la pandemia, además, medir el nivel de lenguaje oral y determinar la eficacia de aplicar un programa de actividades denominado “Club de juegos orales” para mejorar el lenguaje oral en niños de cinco años. La metodología empleada corresponde al enfoquecuantitativo, aplicada con un nivel preexp erimental; a 26 estudiantes de cinco años; para el pre y post test se utilizó el instrumento PLON R adaptado al contexto de los niños. Con respecto a los resultados que se obtuvieron en el pre test, no fueron los esperados, dado que, más del 50% de los estudiantes se encontraban en niveles de retraso y necesita mejorar; por otro lado, es importante mencionar que luego de haber aplicado el programa los resultados de post test fueron satisfactorios. En definitiva, los hallazgos demuestran que los juegos orales influyen mucho en el desarrollo de lenguaje hablado de los niños de preescolar, es por ello, que se recomienda trabajar actividades similares a las que se desarrollaron, ya que es de gran importancia porque permite ampliar el vocabulario y mejorar la habilidad para que haya una interacción social, es decir comunicarse con mayor fluidez, claridad y coherencia. / Spoken language deficiency is one of the problems that has always existed in preschool children, and as a result of the pandemic the percentages have increased, which is why research was developed, the objective of which was to measure the level of language oral and determine the effectiveness of applying an activity program called “Oral Games Club” to improve oral language in five-year-old children. The methodology used corresponds to the quantitative approach, applied at a pre-experimental level; 26 five-year-old students; For the pre- and posttest, the PLON R instrument adapted to the children's context was used. Regarding the results obtained in the pre-test, they were not as expected, given that more than 50% of the students were behind and needed to improve; On the other hand, it is important to mention that afterhaving applied the program, the post-test results were satisfactory. In short, the findings show that oral games greatly influence the development of spoken language in preschool children, which is why it is recommended to work on activities similar to those developed, since it is of great importance because it allows expanding the vocabulary and improve the ability to have social interaction, that is, to communicate with greater fluency, clarity and coherence.