O contexto econômico e social deste início de milênio impactado pela globalização dos mercados, emergência de novas potências, por conflitos sociais, desafios de sustentabilidade do planeta e uma das maiores crises do capitalismo no hemisfério ocidental indica a carência e a necessidade de novas lideranças para conduzir pessoas em países e organizações por esses ambientes turbulentos. Diante deste contexto, este estudo busca avançar na fronteira de estudos da liderança, associando as abordagens e discussões mais recentes neste campo com a expressão e manifestação de significado por executivos sobre suas próprias carreiras. Para tanto, aplicou-se a abordagem da gramática sistêmico-funcional como ferramenta de análise de redações autobiográficas de executivos, alunos de oito turmas de um curso de pós graduação - MBA Executivo Internacional - interpretando a expressão de significado em suas carreiras. Com base nestas informações sobre a expressão do significado e na classificação das características de liderança expressas por esses executivos, sendo estas inatas ou agênticas; transacionais ou transformacionais, propõem-se uma nova tipologia relacionando características de liderança com o significado. / The economic and social context of this new millennium has been impacted by the marketing globalization, emergence of new powers, social conflicts, challenges in sustainability and one of the deepest crises of financial capitalism in the Western Hemisphere in many years. It all suggests the lack and needing for new leadership to lead countries and organizations for these turbulent environments. In this context, this study seeks to advance the leadership studies frontier, combining the latest approaches and discussions in leadership\'s field, discussing the expression and manifestation of meaning by executives in their own careers. We apply the approach of systemicfunctional grammar to study executive\'s autobiographical essays, as a tool to construing the experience through meaning. Students from eight classes from a graduate course - Executive MBA - wrote their own autobiographical essays and by construing the expression of meaning in their careers, we analyzed the frequency of verbal processes. Based on that information, on the expression of the meaning, and sorting all verbs used in four categories, two by two, taken-for-granted or agentic; and transactional or transformational traits, we propose a new typology of leadership characteristics relating to the meaning expressed.

O contexto econômico e social deste início de milênio impactado pela globalização dos mercados, emergência de novas potências, por conflitos sociais, desafios de sustentabilidade do planeta e uma das maiores crises do capitalismo no hemisfério ocidental indica a carência e a necessidade de novas lideranças para conduzir pessoas em países e organizações por esses ambientes turbulentos. Diante deste contexto, este estudo busca avançar na fronteira de estudos da liderança, associando as abordagens e discussões mais recentes neste campo com a expressão e manifestação de significado por executivos sobre suas próprias carreiras. Para tanto, aplicou-se a abordagem da gramática sistêmico-funcional como ferramenta de análise de redações autobiográficas de executivos, alunos de oito turmas de um curso de pós graduação - MBA Executivo Internacional - interpretando a expressão de significado em suas carreiras. Com base nestas informações sobre a expressão do significado e na classificação das características de liderança expressas por esses executivos, sendo estas inatas ou agênticas; transacionais ou transformacionais, propõem-se uma nova tipologia relacionando características de liderança com o significado. / The economic and social context of this new millennium has been impacted by the marketing globalization, emergence of new powers, social conflicts, challenges in sustainability and one of the deepest crises of financial capitalism in the Western Hemisphere in many years. It all suggests the lack and needing for new leadership to lead countries and organizations for these turbulent environments. In this context, this study seeks to advance the leadership studies frontier, combining the latest approaches and discussions in leadership\'s field, discussing the expression and manifestation of meaning by executives in their own careers. We apply the approach of systemicfunctional grammar to study executive\'s autobiographical essays, as a tool to construing the experience through meaning. Students from eight classes from a graduate course - Executive MBA - wrote their own autobiographical essays and by construing the expression of meaning in their careers, we analyzed the frequency of verbal processes. Based on that information, on the expression of the meaning, and sorting all verbs used in four categories, two by two, taken-for-granted or agentic; and transactional or transformational traits, we propose a new typology of leadership characteristics relating to the meaning expressed.

In the era of globalization, growing numbers of children are living in situations where the language of their formal schooling is different from that of the everyday communication in their family. In such a bilingual context, this study documents biliteracy development of two Korean background children growing up in Australia. The children?s written texts (both in English and Korean) were collected over the period of 5 years 8 months (from preschool through primary school) both in home and school contexts, and analyzed using the Systemic Functional Grammar as well as genre and register theory. Throughout the researcher?s regular classroom observation and participation in their school?s literacy activities as well as in the home context, a detailed documentation of the children?s socio-linguistic environment is also provided as an important part of this longitudinal case study?s data collection and analysis. Over the period, the children?s writing in both English and Korean developed quite significantly in terms of their control of the register in text. With the introduction of Genre-based Approach in their school, they had opportunities in learning to write a range of genres such as Narrative, Report, Explanation, Argument and Procedure in English to meet the expectations of the mainstream curriculum. The children?s writing in Korean was mainly developing to satisfy their personal and interpersonal communication needs, largely through diary writing, E-mails and personal letters to extended family. Their developmental patterns of writing different genres as well as their control of written language have been examined largely through the analysis of the system of Transitivity, the use of nominal groups, Theme choice and Mood system. The similarity and difference in literacy practices between the two children (the brother and the sister) are also discussed. As the key to the two ESL background children?s successful biliteracy development throughout their primary schooling period, this case study emphasizes the importance of the supportive parents? role through mother tongue maintenance and an effective literacy program, such as Genre-based Approach, which provides practical guidance for developing written language through learning a range of genres with different social functions and purposes. The literacies in English and Korean have been found to be mutually supportive and thus it is argued that the whole biliteracy development in this case study has an enhancing effect on the children?s academic achievement in their Australian schooling. Simultaneously, with their continuous biliteracy development, the children were able to enjoy being part of a caring Korean-speaking family and community. Moreover, this whole process of biliteracy development certainly provided the two ESL children with a positive self-concept and socio-cultural identity as a balanced proud bilingual. In this regard, it is argued that the successful outcome of this case study of the ESL children?s bilieracy development can be identified as a case of an ?empowering? additive bilingualism.

Syftet med denna uppsats är att ta reda på hur gymnasieskolors webbtexter kan förstås i förhållande till diskurs. För att undersöka detta utgår jag från Norman Faircloughs kritiska diskursanalys och den systemisk-funktionella grammatiken (SFG). Jag undersöker fyra webbtexter som beskriver fyra olika gymnasieskolor – två privata och två kommunala skolor. Uppsatsens ansats är språkvetenskaplig. Stor vikt läggs därför vid den systemisk-funktionella grammatiken. Jag utgår från den interpersonella analysens språkhandlingar, modusmetaforer och modalitet. Texternas första- och andradeltagare analyseras även separat liksom texternas tilltal. Analysresultaten visar att alla fyra texter bär drag av marknadsföringsdiskurs. Detta realiseras bland annat av direkt du-tilltal och en rad erbjudanden till läsaren. Vissa erbjudanden uttrycks explicit i form av varor. Andra erbjudanden, som kunskap och utveckling, är mer abstrakta. Analysen visar också att texterna bär spår av bland annat elitistisk diskurs. Detta realiseras bland annat genom modalitetsmarkörer, modusmetaforer och placeringen av förstadeltagaren i olika satskomplex. Genom att använda diskurser utanför den traditionella utbildningsdiskursen visar skolornas webbtexter en förändring i samhället. Marknaden har flyttat in verksamheter som tidigare tillhört den offentliga sektorn. Detta skapar en ny relation mellan skolan och eleverna. Genom att element från marknadsföringsdiskursen har lånats in i skolans värld konstrueras eleven till en konsument av utbildning.

This research is a practical attempt to develop academic writing pedagogy at secondary level in New Zealand because from interviews with teachers, personal experience and literature in the professional journal for teachers of English in New Zealand, English in Aotearoa, it appears that this would be a useful enterprise. Literature relating to this, and extending to the related contexts of the UK and Australia has been reviewed. The approach taken is an investigation of top-rated senior secondary writing in subject English, using elements of Hallidayan Systemic Functional Grammar (SFG). The concepts of SFG chiefly drawn upon, namely, Theme and linguistic metafunctions, and their application to the data are presented and explained. This grammatical model was chosen because it allows the interface of grammatical structure and linguistic function to be explored, which in turn permits insight into how the qualities of top-rated writing may be formulated grammatically. This insight may then become part of teaching resources in academic writing by way of both pre- and in-service training material for teachers. Over 100 top-rated English literature essays (graded by teachers) were collected from students, via their schools, so that the data obtained were authentic. Two samples were collected: timed and untimed writing. Each sentence of each essay was typed into one of nine Microsoft Excel spreadsheets, representing locations within the essay. The nine locations were: three introduction locations: initial sentence, medial sentences, terminal sentence; three paragraph locations (all paragraphs in the body of the essays, not introductions or conclusions): initial sentence, medial sentences, terminal sentence; and, three conclusion locations: initial sentence, medial sentences and terminal sentence. The initial grammatical elements and their metafunction(s) for each sentence were categorised. Percentages in each category for each location were calculated so that individual locations could be compared for grammatical and metafunctional characteristics. Grouped locations were also considered where this seemed felicitous; for instance, introductions were compared to conclusions or medial sentences compared to boundary sentences (initial and terminal). Comparisons were also made between the timed and untimed samples. The results showed that some grammatical structures could be associated with particular grouped locations and metafunctional characteristics were not independent of location. The research was also able to suggest grammatical means to achieve metafunctional effects that align with descriptors for writing given by examination boards. For example, clear, logical organisation of writing is highly valued by examination boards. This is achieved by means of elements that perform the textual linguistic metafunction. A variety of grammatical elements to perform this function and their most prominent locations were identified. It is intended that the findings may be a highly directed way to help teachers address some of the writing challenges faced by their students at secondary level.

This research is a practical attempt to develop academic writing pedagogy at secondary level in New Zealand because from interviews with teachers, personal experience and literature in the professional journal for teachers of English in New Zealand, English in Aotearoa, it appears that this would be a useful enterprise. Literature relating to this, and extending to the related contexts of the UK and Australia has been reviewed. The approach taken is an investigation of top-rated senior secondary writing in subject English, using elements of Hallidayan Systemic Functional Grammar (SFG). The concepts of SFG chiefly drawn upon, namely, Theme and linguistic metafunctions, and their application to the data are presented and explained. This grammatical model was chosen because it allows the interface of grammatical structure and linguistic function to be explored, which in turn permits insight into how the qualities of top-rated writing may be formulated grammatically. This insight may then become part of teaching resources in academic writing by way of both pre- and in-service training material for teachers. Over 100 top-rated English literature essays (graded by teachers) were collected from students, via their schools, so that the data obtained were authentic. Two samples were collected: timed and untimed writing. Each sentence of each essay was typed into one of nine Microsoft Excel spreadsheets, representing locations within the essay. The nine locations were: three introduction locations: initial sentence, medial sentences, terminal sentence; three paragraph locations (all paragraphs in the body of the essays, not introductions or conclusions): initial sentence, medial sentences, terminal sentence; and, three conclusion locations: initial sentence, medial sentences and terminal sentence. The initial grammatical elements and their metafunction(s) for each sentence were categorised. Percentages in each category for each location were calculated so that individual locations could be compared for grammatical and metafunctional characteristics. Grouped locations were also considered where this seemed felicitous; for instance, introductions were compared to conclusions or medial sentences compared to boundary sentences (initial and terminal). Comparisons were also made between the timed and untimed samples. The results showed that some grammatical structures could be associated with particular grouped locations and metafunctional characteristics were not independent of location. The research was also able to suggest grammatical means to achieve metafunctional effects that align with descriptors for writing given by examination boards. For example, clear, logical organisation of writing is highly valued by examination boards. This is achieved by means of elements that perform the textual linguistic metafunction. A variety of grammatical elements to perform this function and their most prominent locations were identified. It is intended that the findings may be a highly directed way to help teachers address some of the writing challenges faced by their students at secondary level.

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Made available in DSpace on 2016-04-28T18:23:29Z (GMT). No. of bitstreams: 1 tese.pdf: 897004 bytes, checksum: 01569f30a7a9bd0feb6b20e5db201c73 (MD5) Previous issue date: 2005-05-05 / This research, part of the DIRECT Project (LAEL/PUC-SP), aims at analyzing the characteristics of city tour and museum guides in two different sociocultural contexts: Brazil and Spain. In this way, it investigates the cultural context and the situational context of the corpora of this study. The theory focuses on Systemic Functional Grammar (Halliday, 1994). Although this grammar offers various elements that could also reveal characteristics in the discourse of these professionals, Theme was chosen because it makes possible the study of the organization of the message, the point of departure the speaker selects for grounding what he is going to say (Halliday (1994: 34). Besides, it is possible to compare how two different languages and cultures organize their message. This research has three goals: (1) to identify similarities and differences in the discourse of city tour and museum guides; (2) to identify similarities and differences in the discourse of Brazilian and Spanish city tour and museum guides; (3) to establish if there is one or two genres according to the general structure of the discourses and to Thematic options. Thus, this study is composed of 04 corpora: one of visits to two Brazilian museums; one of visits to two Spanish museums; one of two city tours in Brazil; one of two city tours in Spain. The visits were recorded in cassette tapes and transcribed. The theory about genre follows the ideas of Hasan (1989), Swales (1990), Bathia (1993), Fries (1995), Eggins & Martin (1997) and Ramm (2000). The Theme was studied through the ideas of Halliday (1994), Eggins (1994), Berry (1995), Thompson (1996), Barbara & Gouveia (2001) and Gouveia & Barbara (2001). Results show that city tour and museum guides organize their discourse in a very similar way and that there are some idiosyncratic differences, what is expected as the study deals with two sociocultural contexts / Esta pesquisa, parte do Projeto DIRECT (LAEL/PUC-SP), tem o objetivo de analisar as características do discurso de guias de turismo e monitores de museus em dois contextos sócio-culturais diferentes: Brasil e Espanha. Investiga-se, portanto, o contexto de cultura e o contexto de situação que envolvem os corpora aqui tratados. A base teórica do trabalho está na Gramática Sistêmico-Funcional (Halliday, 1994). Embora esta gramática ofereça vários elementos que também poderiam ressaltar características no discurso dos guias e monitores, escolheu-se o Tema por permitir que se estude a organização da mensagem, o ponto de partida que o produtor do texto, aqui o guia e o monitor, seleciona para embasar o que vai dizer. Além disso, é possível fazer uma comparação na forma como essa organização do discurso é feita em duas línguas e culturas diversas. A análise tem três objetivos: (1) identificar as semelhanças e diferenças do discurso de guias de turismo e monitores de museus; (2) identificar as semelhanças e diferenças do discurso de guias e monitores brasileiros e espanhóis; (3) estabelecer, através da análise da estrutura geral dos discursos e das escolhas Temáticas, se há um ou dois gêneros. Para tanto, a pesquisa está composta por 04 corpora: um de visitas realizadas a dois museus brasileiros; um de visitas realizadas a dois museus espanhóis; um de dois city tours realizados no Brasil; um de dois city tours realizados na Espanha. A coleta dos dados foi feita através de gravação das visitas em fita cassete e sua posterior transcrição. A teoria sobre gênero segue as idéias de Hasan (1989), Swales (1990), Bathia (1993), Fries (1995), Eggins & Martin (1997) e Ramm (2000), e a de Tema, Halliday (1994), Eggins (1994), Berry (1995), Thompson (1996), Barbara e Gouveia (2001) e Gouveia e Barbara (2001). Os resultados da pesquisa mostram que os guias e monitores organizam seu discurso de forma muito semelhante e que as diferenças entre o Brasil e a Espanha são poucas e idiossincráticas, já que são contextos sócio-culturais e línguas diferentes

A presente pesquisa investiga as escolhas temáticas de textos jornalísticos, especificamente de reportagens, que partem do mesmo evento, mas que são produzidos e publicados em linhas editoriais distintas. Nosso objetivo geral, com este estudo, é proporcionar subsídios para que sejam superados paradigmas ainda baseados na dicotomia texto e gramática na Escola Básica, como também colaborar para a promoção de um ensino mais crítico e reflexivo, a fim de que os estudantes possam atuar em sociedade com autonomia. Para isso, elegemos como corpus duas reportagens de veículos ideologicamente antagônicos: o jornal A Nova Democracia e a revista Veja. Considerando que o contexto de cultura e o contexto de situação são determinantes para as escolhas linguísticas dos textos, examinamos a organização temática dos períodos que compõem as reportagens. Como referencial teórico, elegemos a Gramática Sistêmico-Funcional (GSF) de Halliday (1978; 1994; 2004), centrando-se especificamente na função Tema, pertencente à Estrutura Temática na Metafunção Textual, um dos níveis de análise da GSF, que organiza a oração como mensagem e sistematiza os significados ideacionais. O objetivo específico deste trabalho é, portanto, analisar até que ponto as diferenças ideológicas afetam as escolhas temáticas dos textos. Com essa finalidade, dedicamo-nos à análise dos Temas Ideacionais e seus significados, pois são eles os responsáveis por indicar de que maneira os autores priorizaram as informações nos períodos que compõem e organizam as mensagens contidas nos textos. Como método de pesquisa, anotamos e classificamos manualmente cada um dos dados quantitativos e, em seguida, passamos a uma análise qualitativa dos Temas assinalados. Os resultados apontam que ambos os textos apresentam uma alta frequência de Temas Ideacionais Participantes, mas semanticamente distintos. Quanto aos Temas Ideacionais Processos e Circunstâncias, eles evidenciam discrepâncias sintáticas e semânticas significativas, que revelam representações diferentes dos narradores frente ao mesmo evento. / This research investigates the thematic choices of journalistic texts, specifically news, talking about the same event, but which are produced and published in different editorial lines. Our main goal with this study is to provide information so that paradigms still based on the dichotomy text and grammar at the basic school can be overcome, as well as to contribute to the promotion of a more critical and reflective teaching, so that students can socially act with autonomy. That is the reason why we have chosen as corpus two articles of ideologically antagonistic vehicles: the newspaper A Nova Democracia and Veja magazine. Considering that the context of culture and the context of situation are crucial to the language choices of the texts, we examine the thematic organization of the periods that make up the stories. The theoretical framework we have chosen is the systemic-functional grammar (SFG) of Halliday (1978; 1994; 2004), specifically focusing on the Theme function, which belongs to the Thematic Structure in Textual Metafunction, one of the levels of analysis of the SFG, which organizes the sentence as message and systematizes the ideational meanings. The specific objective of this study is therefore to analyze the extent to which ideological differences affect the thematic choices of texts. Having this goal in mind, we have dedicated ourselves to the analysis of Ideational Themes and their meanings because they are responsible for indicating the way how the authors prioritized information in the periods that make up and organize the messages contained in the texts. As a research method, we have noted and manually classified quantitative data. The results show that both texts have a high frequency of participant but semantically distinct Ideational Themes. As for processes and circumstances Ideational Themes, they show significant syntactic and semantic discrepancies, which reveal different representations of narrators facing the same event.

Made available in DSpace on 2016-04-28T18:22:48Z (GMT). No. of bitstreams: 1 Nanci de Souza Vallezi.pdf: 820933 bytes, checksum: 6e7398cf7831b92bb493a653143cb846 (MD5) Previous issue date: 2014-01-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this research is to evaluate the language of threat in the O Ateneu, by Raul Pompéia , from the standpoint of the Systemic Functional Grammar and its ramifications, covering Linguistics Criticism and Appraisal . The title focuses on the power relationship of Aristarco, representing the school, concerning the new student Sérgio. As I started studying some theoretical-methodology proposals of Systemic Functional Grammar, arose the curiosity to examine in the title which I already had examined from the literature point of view in my Coursework lexico-grammatical choices made by the author to emphasize the threat that involves the environment of the O Ateneu. The threat, socially defined as having strong ideological links with assessments of violence and control by the threatening, have, until recently, received little attention in academic circles. The theory states that, while there are violent ways of command linked to high levels of threat, mitigation and implicit forms are disguised or masked completely, creating an incomplete understanding of the genre. The critical analysis, relies on Systemic Functional Grammar, focusing on the system of Transitivity and Appraisal. The research aims to answer the questions: (a) which lexical- grammatical choices are made at the O Ateneu, to express a threat? (b) How can the Transitivity contribute to this expression? (c) How can the Appraisal contribute to this expression? The results show that the threat in O Ateneu, in general, happens implicitly, it means by attitude tokens, and they are perceptible to the reader due to its fit, which gives coherence to the text, and by performing the prosody throughout the narrative. In this process, Pompéia resorts to irony, that, according to critical discourse analysis, encourages readers to become aware and evaluate what would otherwise be accepted without question / O objetivo desta pesquisa é examinar a linguagem da ameaça, na obra O Ateneu, de Raul Pompéia, sob o enfoque da Gramática Sistêmico-Funcional e suas ramificações, que abrangem a Linguística Crítica e a Avaliatividade. A obra enfoca a relação de poder de Aristarco, representando a escola, em relação ao aluno novato, Sérgio. Ao entrar em contato com algumas propostas teórico-metodológicas da Gramática Sistêmico-Funcional, surgiu-me a curiosidade de examinar na obra - que já analisara do ponto de vista da literatura no meu trabalho de Conclusão de Curso - as escolhas léxico-gramaticais feitas pelo autor para imprimir o cunho da ameaça que envolve o ambiente de O Ateneu. A ameaça, sociamente definida como tendo fortes elos ideológicos com avaliações de violência e controle por parte do ameaçador, têm, até recentemente, recebido pouca atenção nos meios acadêmicos. A teoria afirma que, enquanto se têm ligado formas violentas de comando a altos níveis de ameaça, as formas mitigadoras e implícitas são disfarçadas ou completamente mascaradas, criando uma compreensão incompleta do gênero. A análise de cunho crítico, apoia-se na Gramática Sistêmico-Funcional, enfocando o sistema da Transitividade e da Avaliatividade. A pesquisa visa a responder às perguntas: (a) Que escolhas léxico-gramaticais são feitas em O Ateneu, para expressar uma ameaça? (b) De que modo pode a Transitividade contribuir nessa expressão? (c) De que modo pode a Avaliatividade contribuir nessa expressão? Os resultados mostram que a ameaça em O Ateneu acontece, em geral, de maneira implícita, ou seja, por tokens de Atitude, e são perceptíveis ao leitor devido ao seu enquadre, que atribui coerência ao texto, e por meio da realização prosódica construída ao longo da narrativa. Nesse processo, Pompéia recorre à ironia, que, segundo a análise do discurso crítica, encoraja os leitores a se conscientizarem e avaliarem o que seria, de outro modo, aceito sem questionamento