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1
Jolliffe, Christine. "After relativism, literary theory after the linguistic turn." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0026/NQ50196.pdf.
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Jolliffe, Christine. "After relativism : literary theory after the linguistic turn." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35901.
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In this dissertation I examine the issues concerning the problematics of historical-textual relations in the wake of the linguistic turn. I begin by showing how the emphasis on the generative rather than the mimetic properties of language has led a number of critics to reject the notion of knowledge as "accurate representation" (Richard Rorty), and then go on to demonstrate how this critical position has undermined the way in which literary and intellectual historians alike have traditionally understood such concepts as causality, human agency and social determination.I show that, in the light afforded by the linguistic turn, there can be no unproblematic distinction between literature and history, text and context, but I also contest some of the more dogmatic versions of this position which make the claim that there can be no such thing as history prior to its textualization, or no such thing as human agency because individual human persons are thoroughly constrained by discursive structures. I suggest that in giving up the notion of an uninterpreted reality, we do not have to abandon the idea of the historically real, of reality, of agency, or of truth.
In doing so I examine the work of Alasdair MacIntyre and other critics who provide us with a productive way of approaching the methodological and philosophical issues that are raised by these questions, and then I examine a variety of literary texts which I believe give the questions further historical detail and relevance. In the letters which the twelfth-century abbess Heloise wrote to Abelard, in Geoffrey Chaucer's treatment of the problem of historical-textual relations, and in Brian Friel's inquiry into the linguistic embodiment of traditions in his play Translations we have a variety of testimonies to the dynamic way in which self and world, agency and structure, are related.
3
Fleming, Michael Neil. "The linguistic U-turn in the philosophy of thought." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0013/NQ38886.pdf.
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4
Pierce, April Elisabeth. "Of poems and propositions : T.S. Eliot and the linguistic turn." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:6c67504e-2158-48a9-ac4a-3ee1c792efcf.
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This thesis describes how Eliot's concern for language and form finds roots in early twentieth century language philosophy. It also explores the way Eliot's early philosophical themes concerning language and meaning reemerge in his literary criticism and philosophical poetry during the 1920s and 1930s, and in his more explicitly philosophical Four Quartets. More significantly, this thesis historically elucidates Eliot's debt to the philosophies of Edmund Husserl and Bertrand Russell, reframing his philosophy within the two poles of the "Linguistic Turn". By closely examining Eliot's unpublished and only recently published essays and notes, the thesis unearths probable connections between Eliot's own philosophical interests and his later poetics, redefining his legacy as a prototypical modernist poet, and suggesting a new framework of study for scholars and students of literary modernism.
5
Jordan, Jessy E. G. Moore Scott Hunter. "Iris Murdoch's genealogy of the modern self retrieving consciousness beyond the linguistic turn /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5240.
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Bellenger, Peter. "A discussion of pneumatology and the the linguistic turn to practice : with reference to Kevin Vanhoozer's canonical-linguistic approach to Christian theology /." St Andrews, 2009. http://hdl.handle.net/10023/865.
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Potter, Eugenie Ann Conser. "The linguistic turn in philosophy of education: An historical study of selected factors affecting an academic discipline." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184401.
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From the late 1950s to about 1970, philosophers of education began to adopt a mode of philosophizing characterized as "the linguistic turn," after a similar change in general philosophy. This involved a move away from the older "isms" approach rooted in metaphysics towards linguistic and conceptual analysis. The linguistic turn has been attributed to intellectual history--the influence of ideas on a field. The central argument of this study, however, is that during the 1950s, factors external to academia, but acting upon it, interacted with concerns by educational philosophers themselves to create the conditions for the linguistic turn. These factors included the attacks on public schooling and "educationists," the teacher education reform movement, the Ford Foundation funding of liberal arts oriented teacher preparation, and, within the academy, the concern on the part of educational philosophers for the academic legitimacy of their discipline. These factors led philosophers of education to model their discourse more closely on the reigning paradigm in general philosophy, linguistic analysis. The attacks on public schooling were centered on progressivism for its alleged anti-intellectualism and subversive character. Philosophers of education were the particular targets of these critics. Teacher preparation in education schools also came under scrutiny during this period. The Ford Foundation's Fund for the Advancement of Education underwrote major programs that centered teacher preparation in a liberal arts curriculum, with only minimal coursework devoted to professional training. In addition, the National Commission for the Accreditation of Teacher Education (NCATE) supported such a reorientation, with a concomitant weakening of educational philosophy's place in teacher education programs. Philosophers of education responded by lobbying for the inclusion of their courses in certification requirements, forging an alliance with the American Philosophical Association, reducing the social activism that had characterized earlier educational philosophers' efforts, and adopting the more academically legitimate methods of general philosophy. In the short term these actions assured educational philosophy a place in teacher education programs. In the long run, however, the linguistic turn may have jeopardized the survival of educational philosophy as an academic field by creating a chasm between philosopher and practitioner.
8
Mendes, Vitor Hugo. "O sujeito da educação em um contexto pós-metafísico." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2006. http://hdl.handle.net/10183/132981.
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A tese O sujeito da educação em um contexto pós-metafísico repõe a problemática do sujeito da educação seguindo o fio condutor da reviravolta lingüística. Tendo em consideração a crise da razão (ocidental) e a crítica do sujeito, – que impugnou uma idéia de ratio (metafísica) dissolvendo a concepção de sujeito (subjectum) soberano, consciente e responsável –, retoma os questionamentos dirigidos ao esclarecimento moderno (Aufklärung), situando a derrocada dos fundamentos normativos da educação (Bildung) em um contexto pós-metafísico. Diante desse quadro social contemporâneo amplo, radicalmente modificado e, densamente complexo, adentrando na conversação teórico-filosófica e pedagógica, O sujeito da educação em um contexto pós-metafísico, busca compreender – no horizonte de uma leitura hermenêutica –, o sujeito da educação em sua configuração lingüística. Para tanto, analisa e distingue, contrastando, a abordagem teórico-metodológica de Richard Rorty e de Jürgen Habermas, autores contemporâneos identificados com a reviravolta lingüísticopragmática. O neopragmatismo de Rorty redescreve o sujeito rede de crenças e desejos; a teoria do agir comunicativo de Habermas reconstrói o sujeito de fala e ação. Explicita-se, assim, o sujeito como agente lingüístico. Contingente e descentrado, o sujeito lingüístico não mais constitui um fundamento subjacente (hypokeimenon) e necessário. Destrancendentalizada a razão metafísica, o sujeito, em um contexto pós-metafísico, no influxo da reviravolta lingüística apresenta-se modesto em suas pretensões, comunicativo em suas interações, intersubjetivo em suas razões. Com base nesses pressupostos, a possibilidade de um sujeito lingüístico constitui uma alternativa para uma outra compreensão do sujeito da educação. Incorporando as demandas do sujeito no plano interativo lingüístico-intersubjetivo, o discurso pedagógico renova o sentido da própria tarefa educativa de assegurar, dinamizar e potencializar o caráter dialogal da formação (Bildung) do sujeito. Quer dizer, a educação é uma interação efetível, tanto quanto, em sua ação, constitui-se enquanto espaço possibilitador da conversação, do diálogo, do processo de socialização-individuação do sujeito lingüístico. O desenvolvimento da competência lingüística do sujeito posicionado intersubjetivamente caracteriza e orienta a ação educativa.This thesis entitled The subject of the education in a postmetaphysical context replaces the problem of the education’s subject following the connecting thread of the linguistic turn. Considering the crisis of the occidental reason and the critics of the subject – which didn’t accept an idea of metaphysical ratio, dissolving the conception of sovereign subject (subjectum), conscious and responsible – takes up again the questions addressed to the modern Illuminism (Aufklärung), placing the collapse of the normative foundations of the education (Bildung) in a postmetaphysical context. In face of this contemporary survey, radically modified and very complex, involving the conversation in the point of view of philosophical-theoretical and pedadogic aspects, The subject of the education in a postmetaphysical context tries to understand – by means of a hermeneutic reading – the education’s subject in his linguistic configuration. Thus are analysed and distinguished, but also compared, the theoretical and methodical approaches of Richard Rorty and Jürgen Habermas, two contemporary authors identified with the linguistic and pragmatic turn. The Neo Pragmatism of Rorty focuses on the subject as a net of religious convictions, and desires. Habermas’ theory of communicative acts rebuilds the subject as speaking and acting. Thus appears the subject as linguistic agent. As contingent and not more as center, the linguistic subject doesn’t constitute an underlying and necessary foundation (hypokeimenon). Without a transcendence, the metaphysical reason, the subject, in a postmethaphysical context, influenced by the linguistic turn, appears modest in its pretensions, communicative in its interactions, intersubjetive in its reasons. Based on such presupposition the possibility of a linguistic subject is an alternative for an other understanding of the education’s subject. Incorporating the requests of the subject at the interactive and intersubjective level, the pedagogic discourse renews the meaning of the educative task in order to reinforce and ensure with dynamism the dialogical character of the formation (Bildung) of the subject. In other words: the education is a realizable interaction in its action and represents a space which makes possible the conversation, the dialogue, the process of socialization and individuation of the linguistic subject. The evolution of the linguistic competence of the subject intersubjectively considered characterizes and orientates the educative action.
9
Fisher, Edward C. "The politics of the linguistic turn : a Wittgensteinian analysis and critique of the role of language in contemporary political theory." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/28018.
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The thesis investigates the implications flowing from the adoption of certain conceptions of language within contemporary political and social theory. It also examines the impact which this has had upon some of the influential accounts given of concrete political phenomena such as Thatcherism. A chief aim of the study is to re-establish the irreducibly social nature of language, a crucial dimension which, it is argued, has been lost in contemporary poststructuralist and postmodernist formulations of the language/politics relationship. Section 1 places the central topic of the thesis in context by examining the role which certain dominant generative metaphors from the field of linguistics have played in undermining the notion of language as a truly social and political phenomenon. This involves an examination of the political implications which stem from the poststructuralist and postmodernist appropriations of Saussure's theoretical legacy; in particular, the insistence upon the notion of a language 'system' and upon the 'arbitrary' nature of the relation between the signifier and signified. In contrast to the poststructuralist and postmodernist views, a Wittgensteinian conception of language is set out in section II which views the latter not in purely semiotic terms as an autonomous and radically indeterminate structure, but as a socially-embedded network of rule-governed linguistic and practical activities; a conception which is encapsulated in Wittgenstein's notion of a 'form of life'. In the course of this, an immanent critique of the poststructuralist/postmodernist conception of language is developed through a focus upon the writings of Lyotard and Rorty, both of whom claim allegiance to a Wittgensteinian perspective, but whose chief failings, it is argued, stem from an unwarranted universalisation of such notion as 'difference', the 'arbitrary' nature of the signifier/signified relation, and the 'contingency' of language. In contrast, a line of argument is developed via the later writings of Wittgenstein that re-establishes the varied and socially embedded uses of language, one of which is to represent states of affairs in the socio-political world. All of this, it is argued, reveals a number of important parallels between a Wittgensteinian perspective on the language/politics relationship and the views of other writers on the topic such as Aristotle, Marx, and Bourdieu.
10
Gross, Sibylle [Verfasser], and Schamma [Akademischer Betreuer] Schahadat. "Das Spiel der Geschichte im historischen Roman : historische Romane im Licht der Geschichtstheorie nach dem linguistic turn / Sibylle Gross ; Betreuer: Schamma Schahadat." Tübingen : Universitätsbibliothek Tübingen, 2016. http://d-nb.info/1197694102/34.
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Schlyter, Olivia. "Gendered verbal behaviour in gatekeeping encounters : A comparative corpus study on men's and women's use of five linguistic features during job interviews." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117979.
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The job interview is a gatekeeping encounter and it is crucial that the recruitment process is conducted in a fair and just way. Potential gendered verbal behaviour might affect an interviewer's impression and judgement of the interviewee. Previous research has shown that men and women differ in several ways in verbal communication, both as regards formal and informal encounters. In the present paper, a corpus study on forty job interviews is conducted with the aim to find out whether there are any differences between men and women when it comes to turn-length and the use of boosters, hedges, fillers and pauses. The results show that in the majority of the features under scrutiny, there is no statistically significant difference. These results do not go in line with earlier research on gendered verbal behaviour. Proposed explanations for these results are that the female interviewer might have encouraged a less typically gendered verbal behaviour and that younger generations have developed a less gendered conversational style compared to older generations. However, due to the limitations of the present study, no empirical conclusion can be drawn regarding this and further research needs to be conducted in order to fully explain these research findings.
12
Piffanelli, Luciano. ""Contra et adversus dominum ducem Mediolani" : percorsi, pratiche e protagonisti della diplomazia fiorentina all’alba delle guerre antiviscontee del XV secolo." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20032.
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En s'appuyant sur un corpus de sources d'archives décidément vaste, et sur une ample bibliographie, cette recherche apporte plusieurs éléments novateurs à l'étude des échanges politiques et diplomatiques dans l'Italie du premier Quattrocento. Au fil des trois parties dont cette thèse se compose, l'analyse des sources (du point de vue non seulement des contenus, mais aussi linguistique) a permis quelques éclaircissements sur la guerre entre Florence et Venise contre Philippe Marie Visconti. L'importance de ce travail réside tout d'abord dans la fourchette chronologique prise en compte : les années Vingt du Quattrocento, en effet, sont quasiment absentes dans l'historiographie sur la diplomatie italienne à la Renaissance, un vide qui peut assurément être allégué à une polarisation documentaire conséquente (les sources d'archives se font plus riches à partir de la seconde moitié du siècle).Deuxièmement, le bassin documentaire a compris plus de 60 fonds d'archives, ce qui a donné à la recherche une base solide pour poursuivre l'enquête historique, grâce aussi à l'osmose et au dialogue établis entre les différentes sources.Quant aux résultats, au-delà du plan strictement événementiel, en ce qui concerne les phénomènes et les trajectoires nous avons pu identifier les évolutions politico-territoriales des puissances italiennes durant la première partie du siècle, bien avant, donc, le moment crucial de la 'Lega italica' (1455), qui est d'habitude vue comme le point de départ de toute analyse diplomatique. Il nous a été possible, par exemple, de remonter jusqu'à la source des liens entre Eugène IV et les Médicis ; ou de montrer les raisons et les enjeux de la montée de la Savoie en Italie ; ou, enfin, de mettre en exergue, au sein de la vie politique italienne, l'évolution de la présence pontificale, qui passa de la neutralité à la gestion des alliances diplomatiquesBased on a large corpus of archival sources, and on an extensive bibliography, this research sheds a light on several innovative elements regarding the study of political and diplomatic exchanges in Italy during the first Quattrocento. Through the three parts of the thesis, the analysis of the sources (from the point of view not only of the contents, but also a linguistic one) has clarified the meanings of the war between Florence and Venice against Philippe Marie Visconti.The importance of this work remains first and foremost in the chronological range analyzed: the 1420s are almost absent in the historiography on Italian diplomacy during the Renaissance, a vacuum that can certainly be alleged at a documentary polarization (archives sources become richer from the second half of the century).Secondly, the documentary basin included more than 60 archive collections, which gave the research a solid basis for continuing the historical inquiry, as well as the dialogue established between the different sources.As for the results, beyond the strictly event-oriented plan, from the phenomenon point of view, we have been able to identify the political-territorial evolution of the Italian powers during the first part of the century, long before the crucial moment of the 'Lega Italica' 1455), which is usually the starting point of any diplomatic analysis.It has been possible for us, for example, to go back to the source of the links between Eugene IV and the Medici; or to show the reasons and the issues of the rise of Savoy in Italy; or, finally, to highlight, within Italian political life, the evolution of the papal presence, which shifted from neutrality to the management of diplomatic alliances
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Ersahin, Direnc. "An Inquiry On Wittgenstein'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609103/index.pdf.
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This study aims at investigating Wittgenstein&rsquos conception of meaning. In this sense, philosopher&rsquo
s early and later periods will be examined. Key notions of Wittgenstein&rsquo
s philosophy of language, picture theory of meaning, language-game, rule following, Private Language Argument and his assertion that &lsquo
meaning is use&rsquo
will be analyzed. Out of this analysis, Wittgenstein&rsquo
s answer to the following basic question will be sought: How is meaning derived in a language? The outcome of this query will be comparatively read with four linguistic theories so as to position Wittgenstein&rsquo
s conception of meaning with regard to the linguistic turn. As a result of this, it will be argued that Wittgensteinian meaning can be regarded as the very first step of post-structural understanding of meaning and discourse theory.
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Junior, Joaquim Eloi Cirne de Toledo. "Linguagem, contexto e razão: Richard Rorty e a virada lingüística." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-24112009-144958/.
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A virada linguística da filosofia contemporânea implicou a recaracterização de problemas epistemológicos em termos da natureza e estrutura da linguagem (lógica), assim como em termos de interpretações das práticas linguísticas concretas (pragmática). Nesta última forma, a concepção da linguagem como instrumento de interação social, somada à constatação do caráter contextual das situações de interação, conduz em alguns casos a um tratamento das diferentes linguagens como jogos fechados em si mesmos, dotados de regras próprias e, nos casos extremos, incomensuráveis. É por esse caminho que Richard Rorty conduz a sua versão da virada linguística. Para Rorty, os desenvolvimentos da filosofia analítica em especial, a forma como W. O. Quine, W. Sellars e D. Davidson carregam o bastão que julgam receber das Investigações filosóficas de L. Wittgenstein apontam para uma concepção holística (contextual) da linguagem e, consequentemente, da racionalidade. Essa maneira de entender a linguagem tem, naturalmente, implicações para o tratamento de outras questões filosóficas morais, políticas e para a caracterização da própria atividade filosófica. Este trabalho procura reconstruir e indicar deficiências das elaborações de Rorty em relação a tais questões.The linguistic turn in contemporary philosophy entailed the restatement of epistemological problems in terms of the nature and structure of language (logic), and in terms of interpretations of linguistic practices (pragmatics). In the latter form, the conception of language as an instrument of social interaction, together with the contextual understanding of interaction situations, leads in some cases to the treatment of different languages as closed games endowed with their own rules and, in extreme cases, incommensurable. This is the path down which Richard Rorty takes his own version of the linguistic turn. For Rorty, the developments of analytical philosophy most importantly, the way W. O. Quine, W. Sellars and D. Davidson follow the lead of Wittgensteins Philosophical Investigations point to a holistic (contextual) understanding of language and, as a consequence, of rationality. This way of understanding language is related to Rortys treatment of other philosophical issues (moral and political) and to his characterization of Philosophy itself. This dissertation aims at reconstructing (and pointing to shortcomings of) Rortys understanding of these issues.
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Kaddouri, Lahcen. "Pratiques langagières et rapports aux identités linguistiques chez les enseignants et les élèves du Haouz : cas des lycées d'Aït Ourir (Maroc)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCF033/document.
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Cette recherche a pour objet l’étude de la manifestation des langues au niveau du répertoire linguistique et au niveau du répertoire identitaire dans un milieu plurilingue, à savoir les lycées d’Aït Ourir au Maroc. Au niveau de la pratique, l’analyse des conversations a dévoilé que l’alternance codique est une pratique courante chez les enseignants et les élèves et que le poids de chaque langue dépend de son utilité. Au niveau identitaire, l’identité plurilingue est dominante et le poids de chaque langue correspond à celui de la biographie linguistique de nos enquêtés. Le rapport entre le répertoire linguistique et le répertoire identitaire est disproportionnel. En effet, la comparaison synchronique a dévoilé que les langues de notre étude n’ont pas le même poids aux deux niveaux. D'une part, les tours monolingues sont dominants par contre l’identité monolingue est faible. D'autre part, les tours mixtes n’ont pas de poids tandis que l’identité plurilingue est prépondérante. En outre, la comparaison diachronique a permis de déduire que le changement est continu au niveau de la pratique alors qu’il tend à être stable au niveau identitaire de l’adolescence à l’âge adulte. Ce qui indique que l’identification en une langue ne dépend pas de sa pratiqueThis research aims at studying the different aspects of language use at the levels of linguistic and identity repertoires in a multilingual environment; namely high schools in Aït Ourir, Haouz Province, Morocco. The analysis of conversations in the daily usage of languages revealed that Code Switching is a common practice among teachers as well as pupils; and that the weight of each language used depends more on its usefulness to the purpose of speaking. At the identity level, multilingual identity is dominant and the weight of each language is dependent up on the linguistic biography of the person surveyed. Thus, the relationship between the linguistic and identity repertoires is disproportionate. Indeed, synchronically comparing the languages in study confirmed that they don’t have the same weight at the two levels. The monolingual turn-taking is dominating whereas the monolingual identity is weak. On the other hand, the mixed turn-taking is meaningless whilst multilingual identity is significant. Moreover, the diachronic comparison enabled us to deduce that the change is ongoing in practice while it seems steady from adolescence to adulthood which shows that identifying in a language doesn’t depend on its practice
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Sousa, Silva Rui. "Detecting plagiarism in the forensic linguistics turn." Thesis, Aston University, 2013. http://publications.aston.ac.uk/20759/.
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This study investigates plagiarism detection, with an application in forensic contexts. Two types of data were collected for the purposes of this study. Data in the form of written texts were obtained from two Portuguese Universities and from a Portuguese newspaper. These data are analysed linguistically to identify instances of verbatim, morpho-syntactical, lexical and discursive overlap. Data in the form of survey were obtained from two higher education institutions in Portugal, and another two in the United Kingdom. These data are analysed using a 2 by 2 between-groups Univariate Analysis of Variance (ANOVA), to reveal cross-cultural divergences in the perceptions of plagiarism. The study discusses the legal and social circumstances that may contribute to adopting a punitive approach to plagiarism, or, conversely, reject the punishment. The research adopts a critical approach to plagiarism detection. On the one hand, it describes the linguistic strategies adopted by plagiarists when borrowing from other sources, and, on the other hand, it discusses the relationship between these instances of plagiarism and the context in which they appear. A focus of this study is whether plagiarism involves an intention to deceive, and, in this case, whether forensic linguistic evidence can provide clues to this intentionality. It also evaluates current computational approaches to plagiarism detection, and identifies strategies that these systems fail to detect. Specifically, a method is proposed to translingual plagiarism. The findings indicate that, although cross-cultural aspects influence the different perceptions of plagiarism, a distinction needs to be made between intentional and unintentional plagiarism. The linguistic analysis demonstrates that linguistic elements can contribute to finding clues for the plagiarist’s intentionality. Furthermore, the findings show that translingual plagiarism can be detected by using the method proposed, and that plagiarism detection software can be improved using existing computer tools.
17
Assencio, Sandro. "Comunicação e cultura: os pressupostos da \"guinada linguístico-pragmática\" da teoria do agir comunicativo de Jürgen Habermas." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-19092013-102433/.
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O objeto da presente pesquisa constitui-se na análise imanente dos pressupostos da \"guinada linguístico-pragmática\" de Jürgen Habermas verificada no interior de sua magnum opus - a Teoria do agir comunicativo, publicada em 1981. O objetivo a que nos propusemos alcançar é a elucidação do modo peculiar como Habermas absorve as aquisições teóricas da pragmática linguística (em especial J. L. Austin e J. R. Searle) visando a construção de sua teoria da comunicação, cujo ponto central é a postulação do consenso entre sujeitos capazes de linguagem e ação como o \"fim último\" ou télos do agir comunicativo. A hipótese teórica - ou de trabalho -, que acreditamos ter sido confirmada ao longo de nossa pesquisa, é a de que Habermas, mesmo sendo um árduo defensor da razão e do \"projeto da modernidade\", compartilha ponto comum com os pensadores do período que se convencionou designar pós-modernidade: o chamado \"idealismo linguístico\", isto é, apreensão dos atos comunicativos como entidades autônomas, porque separados das relações materiais e sociais dos homens.The object of this research is the immanent analysis of the Jürgen Habermas \"linguistic-pragmatic turn\" presuppositions, verified in his magnum opus - The Theory of Communicative Action, published in 1981. The goal we set ourselves to achieve is to elucidate the peculiar way as Habermas absorbs the theoretical acquisitions of linguistic pragmatics (especially J. L. Austin and J. R. Searle) for the construction of a theory of communication, whose focal point is the postulation of consensus between subjects capable of speech and action as the telos of communicative action. The theoretical hypothesis that we believe have been confirmed throughout our research is that Habermas, despite being a vehement defender of reason and the \"Project of modernity\", shares common ground with the thinkers of that period is conventionally designate postmodernity: the so-called \"linguistic idealism\", i. e. the seizure of communicative acts as autonomous entities, because separed of socials and materials relations of men
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Silva, KlÃbia Enislaine do Nascimento e. "ColaboraÃÃo intraturno na construÃÃo dos enunciados da norma oral do portuguÃs popular da cidade de Fortaleza." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10107.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorO presente estudo visa a analisar a colaboraÃÃo intraturno do ouvinte na construÃÃo dos enunciados, mais precisamente, as intervenÃÃes feitas pelo ouvinte para auxiliar a construÃÃo dos enunciados do falante, em uma microinteraÃÃo intraturno, em diÃlogos entre informante e documentador (DID) e em diÃlogos entre dois informantes (D2), na norma oral do portuguÃs popular da cidade de Fortaleza (NORPOFOR). Para isso, assumimos, em nossa anÃlise, a orientaÃÃo do paradigma funcional, em que a lÃngua à considerada um instrumento de interaÃÃo social entre os seres humanos e usada com a intenÃÃo de estabelecer interaÃÃes comunicativas, devendo ser estudada dentro do uso real (HENGEVELD; MACKENZIE, 2008). Procuramos discutir o papel discursivo da colaboraÃÃo intraturno com base nas ideias apresentadas por Hengeveld; Mackenzie (2008), na obra Functional Discourse Grammar, principalmente no que diz respeito Ãs operaÃÃes do Componente Gramatical e ao Componente Contextual da lÃngua, que sÃo responsÃveis pelas operaÃÃes de formulaÃÃo e codificaÃÃo dos enunciados e pelas informaÃÃes contextuais compartilhadas na interaÃÃo; e trabalhamos com alguns pressupostos e conceitos operacionais da AnÃlise da ConversaÃÃo, principalmente os discutidos por Hilgert (2002), para a anÃlise dos diÃlogos. Nossa pesquisa utiliza 30 inquÃritos do NORPOFOR (10 inquÃritos do tipo DID; e 20, do tipo D2, para podermos fazer uma aproximaÃÃo entre esses dois tipos de inquÃritos em termos de duraÃÃo em minutos de transcriÃÃo deles) e analisa a colaboraÃÃo intraturno considerando, de um modo integrado, os aspectos sintÃticos, semÃnticos e pragmÃticos que a caracterizam nessas duas situaÃÃes de comunicaÃÃo. A pesquisa traz resultados inÃditos sobre o processo de colaboraÃÃo intraturno do ouvinte, evidenciando como ele se comporta durante a posse do turno do falante. Os resultados da anÃlise dos dados revelaram que, em ambos os inquÃritos, a colaboraÃÃo Ã, em geral, expressa por um sintagma nominal ou por uma palavra com a funÃÃo pragmÃtica primordial de designar termos, incidindo na operaÃÃo de codificaÃÃo dos elementos do Move que corresponde ao turno do falante (Move Turno). A anÃlise tambÃm evidenciou que, alÃm dessa funÃÃo pragmÃtica, a colaboraÃÃo intraturno pode desempenhar a funÃÃo de orientaÃÃo argumentativa e incidir no processo de formulaÃÃo dos enunciados, interferindo na construÃÃo da argumentaÃÃo do turno. Essa funÃÃo ocorreu, principalmente, nos diÃlogos entre dois informantes, em que o documentador quase nÃo participa para colaborar e cabe aos informantes atuarem no coprocessamento dos enunciados. Isso evidencia que o ouvinte, em uma situaÃÃo comunicativa mais informal, colabora com expressÃes mais marcadas axiologicamente, refletindo um juÃzo de valor em suas colaboraÃÃes. Vale ressaltar que, nos inquÃritos do tipo DID, o participante que colabora com maior frequÃncia à o documentador, o que pode evidenciar uma maior preocupaÃÃo dele na clareza dos enunciados produzidos pelo informante, uma vez que à a fala deste que serà analisada.
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Lekebjer, Camilla. "Diktatursmittan anfaller! : En språkteoretisk undersökning av kommunismdebatten 2004/2005." Thesis, Södertörn University College, School of Discourse Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1336.
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Hösten 2004 sändes i SVTs Uppdrag granskning ett reportage med rubriken "Lars Ohlys syn på demokrati". Därefter blossade en massmedial debatt upp, den så kallade kommunismdebatten. Både från partikamrater och andra politiker framfördes krav på att Lars Ohly skulle sluta kalla sig kommunist och året därpå gav han med sig. Men vad avsåg man i debatten egentligen med ordet kommunism? Min hypotes är att det rådde en semantisk konflikt i debatten, det vill säga en kamp om betydelsen hos ordet kommunism/kommunist.
I den här uppsatsen visar jag, genom att undersöka nyhetsartiklar och ledare ur svensk dagspress, att min hypotes stämmer. Jag för också, med utgångpunkt i teorier om det språkliga tecknets godtycklighet, en diskussion utifrån undersökningens resultat. Där resonerar jag bland annat kring de politiska konsekvenserna av att kommunism, som det verkar med hänseende till debattens utgång, inte längre kan användas som beteckning för 'drömmen om ett klasslöst samhälle'.
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Moura, Bruno Emanuel Tavares de. "A Competência Tributária dos Estados Membros e os Conceitos de Direito Privado: uma análise sob o prisma do pacto federativo." Universidade Federal de Alagoas, 2012. http://repositorio.ufal.br/handle/riufal/759.
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Analyzing the law from the paradigm of the linguistic turn, this work intends to study the possibilities of the Member State, in exercising its taxing power, changing concepts established by the private law and the possibilities of the Federal state, through the exercise of its powers to legislate about private law and about general rules of tax law, to modify the content of the rules that determine the competence of the Member State. To this end, the work uses the interpretation model proposed by Paulo de Barros Carvalho, according to which the interpreter must follow a process consisting of four phases, in which the prescriptive texts must be interpreted e contrasted with other dispositives of system. Therefore, it is believed that, to define the content of the rules that give power to tax, it is necessary to analyze the concept of federal state and the actual dimensions of the that in Brazil. In this context, it is clear that, to the federal units are effectively autonomous, it is necessary that its taxing power is preserved. Facing the crisis context of federalism in Brazil, in which the Federal State not only exercises its taxing competence in an unbalanced way, but also interferes in the competence of the others units, it is imperative to examine the possibilities of the Federal State to intervene in the taxing competence of the remaining units, as well as the possibilites of the Member State, in exercising its competence, to modify these concepts and, following this purpose, this work tries to place the legal statements against the dictates of Federalism in BrazilFundação de Amparo a Pesquisa do Estado de Alagoas
Analisando o direito a partir do paradigma do giro lingüístico, o presente trabalho tem por objetivo estudar as (im)possibilidades de o Estado-membro, ao exercer sua competência tributária, modificar conceitos estabelecidos pelo direito privado, bem como as (im)possibilidades de a União, através do exercício de sua competência para legislar sobre direito privado e sobre normas gerais em matéria tributária, modificar o conteúdo das normas que definem a competência do Estado-membro. Para tanto, o trabalho se vale do modelo interpretativo proposto por Paulo de Barros Carvalho, segundo o qual o intérprete deverá passar por um processo composto por quatro fases, nas quais os enunciados prescritivos, além de interpretados, terão que ser contrapostos com outros dispositivos do sistema. Desta feita, acredita-se que, para se definir o conteúdo das normas que conferem competência tributária, faz-se mister analisar o conceito de Estado federal e as reais dimensões do mesmo no país. Nesse diapasão, percebe-se que, para que se as unidades federativas sejam de fato autônomas, é necessário que as competências tributárias dos mesmos sejam preservadas. Ante o contexto de crise do federalismo no país, no qual a União, além de exercer de forma desequilibrada sua competência tributária residual, vem interferindo na competência dos outros entes, faz-se imperioso analisar as possibilidades do Estado federal, através da modificação de conceitos oriundos do direito privado, intervir na competência tributária das demais unidades, bem como das possibilidades de o Estado-membro, ao exercer sua competência, modificar tais conceitos, sempre contrapondo, para tanto, os enunciados com os ditames do Federalismo brasileiro
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Beaudoin, Maria-Cecilia. "Des origines intellectuelles de la pensée péroniste." Electronic Thesis or Diss., Pau, 2023. http://www.theses.fr/2023PAUU1122.
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Existe-t-il une unité dans la multiplicité péroniste ? Qu'est-ce qui a fait que des personnes provenant d'univers si différents se retrouvent toutes à brandir le drapeau de Perón ? La réponse est probablement à chercher dans les histoires que les péronistes racontent (et se racontent). En effet, dès les années 1940, Juan Perón reconfigure des récits qui avaient été façonnés dans les milieux intellectuels et politiques argentins des décennies précédentes. Ce travail montre comment l'étude des origines intellectuelles du péronisme permet de retracer des emprunts à trois narrations politiques élaborées avant l'arrivée de Perón au pouvoir. Le « Revisionismo Histórico », la FORJA, dans les années 1930, imposent une nouvelle lecture de l'histoire nationale, anti-oligarchique et anti-impérialiste. Les tenants de la « Mission latino-américaine » prônent le rôle essentiel à jouer par l'Amérique latine face à l'Europe et les États-Unis. La recherche menée dans cette thèse a trouvé que le péronisme s'approprie ces trois narrations, mais produit en revanche quelque chose de différent. Ces réappropriations discursives sont visibles dans les interventions de Perón, qui, dans des conjonctures bien précises, fait appel à des éléments de ces trois récits politiques, tels que l'oligarchie, l'impérialisme, la bourgeoisie nationale, pour créer ses propres narrations, chacune avec son propre représentant général, autour du travail, des travailleurs, de la jeunesse, dans la construction de la nation.Mots clés : narration politique - discours - péronisme - histoire - oligarchie - anti-impérialisme -Can we weave a single thread through the diverse branches of Peronism? What brings people together from such different backgrounds and ideologies to wave the Peronist flag? The answer is most likely lying in the stories that Peronists tell. Indeed, as from the 1940's, Juan Perón was reshaping texts that had already been going round Argentinian intellectual and political circles. The work presented here shows that the study of the intellectual origins of Peronism reveals three political narratives constructed before Peron arrived in power. “Historical Revisionism” and FORJA in the 1930's both rewrote the national history books, whereas those adhering to the “Latin-American Mission” promoted the Latin-American cause in the face of European and American dominance. The research conducted for this thesis has found that Peronism draws on these three narratives to do something somewhat different. Peron has in fact reappropriated elements of each of these narratives at different key moments - with themes such as the oligarchy, imperialism and the national bourgeoisie visible in his speeches and writings - to create his own discourse around work, workers and the youth in order to rebuild a nation.Key words : political narration - discourse - Peronism - history - oligarchy - anti-imperialism
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Bertin, Pascal. "Jeu d'espace, espace de jeu : Philosophie et genèse hausdorffienne des espaces topologiques." Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCC073.
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Notre projet de recherche interroge le problème des rapports entre philosophie et mathématiques ; problème tout à fait prégnant et qui, s’il vient scander à l’envi toute l’histoire de ces deux procès, a cependant pris une inflexion particulière à partir de ce que l’on a appelé la "crise des fondements mathématiques" (crise survenue à la fin du 19ème siècle et qui s’est poursuivie durant la première moitié du 20ème siècle). Plus spécifiquement, ce projet ambitionne d’évaluer le rôle de spéculations de type philosophique dans l’élaboration de la topologie. Si nous avons opté pour cette dernière théorie en effet, c’est que, outre son intérêt intrinsèque (et qui tient notablement déjà à l’éclairage qu’elle apporte sur des notions philosophiquement très riches, en premier lieu celle de "continuité"), elle est également dépositaire, selon une modalité qu’il s’agit d’éclaircir, du fait que l’œuvre complète de ses fondateurs se caractérise par une abondante production philosophique. Nous pensons notamment ici à Hausdorff, qui est à l’origine de l’axiomatisation de la théorie, de la notion même d'"espace topologique", et dont le kanto-nietzschéisme est souvent source d’étonnement. Si nous avons en outre évoqué la période de crise des fondements mathématiques, c’est que l’élaboration de la topologie, bien qu’assez largement contemporaine et même en partie tributaire de celle-ci (au sens où les travaux cantoriens, sur les ensembles de points ou les ordinaux notamment, ont ouvert un champ de recherche dans lequel les premiers topologues se sont engouffrés), s’en distingue pourtant par ses orientations particulières. Bien plus qu’ils ne s’inscrivent dans le cadre fondationnaliste, les travaux de la topologie naissante se caractérisent en effet davantage par une réappropriation, selon des fins qui leur sont propres, d’un certain "bagage" technique fourni par -ou à l’origine de- la crise.La genèse de la topologie offre ainsi un éclairage original sur la question des modalités du dialogue entre philosophie et mathématiques. Et à cet égard le cas de Hausdorff, qui s’était créé, sous le nom de Paul Mongré, un double philosophe, poète et dramaturge, joue un rôle prépondérant -et fait proprement l'objet de notre étude. Ce dédoublement, qui explique en partie la ligne de démarcation tracée, dans l’œuvre générale, entre la production proprement mathématique et les spéculations philosophiques (les deux, bien qu’encore inédites en français, ayant d’ailleurs connu des postérités très différentes), pose bien le cadre d’un intriguant dialogue, à une seule voix, entre un nom fameux des mathématiques et son pseudonyme philosophique. Or, les thématiques chères à l’un et à l’autre s’avèrent souvent "connexes" : les réflexions, en lien avec la notion de "continuité", sur le temps, l’espace, ainsi que la conception (originale au moment de sa rédaction puisque "l’empirisme logique" est encore à venir) d’un formalisme comme élément d’un véritable empirisme, jouent manifestement un rôle constructif –mais à préciser en tant que tel –pour l’élaboration d’une topologie ensembliste. Dans l’autre sens, une conception des mathématiques comme outil critique pour la philosophie se dégage progressivement. Plus spécifiquement, certains textes, comme notamment le Raumproblem et les conférences de 1903-1904 (qui sont inédites), servent véritablement de point de jonction entre les deux "pans" de l’œuvre. Enfin, le positionnement original de Hausdorff relativement aux premiers questionnements ensemblistes a manifestement –en amont –des racines philosophiques et explique –en aval –que le mathématicien ait pu "tirer" la théorie cantorienne vers de nouvelles pistesOur research project questions the issue of the link between philosophy and mathematics. Such an issue is of course very general and runs throughout the history of these two processes, but it started to acquire new meaning ever since the so-called “foundational crisis of mathematics” (end of the 19th century and first half of the 20th century). More specifically, this project aims at assessing the role of philosophical speculations in the elaboration of topology. If we decided to focus on the latter theory, it is not only because of its intrinsic value (which is to be found significantly in the light it sheds on extremely rich philosophical questions, and namely that of “continuity”), but also because it is dependent, in a way that needs to be clarified, on the fact that the complete works of its founders are defined by a prolific philosophical output. We refer here namely to Hausdorff, who initiated the axiomatization of the theory, of the very notion of “topological space”, and whose “Kanto-nietzschean” epistemology can be a source of perplexity. If we have otherwise mentioned the foundational crisis in mathematics, it’s because the elaboration of topology, albeit largely contemporary and depending on the latter (inasmuch as the Cantorian works on point-sets and order types opened a research area covered by some of the first topologists) is nevertheless different in its particular orientations. More than pertaining to the foundationalist frame, the early works on topology are more of a reappropriation, on their own terms, of a certain “technical luggage” given by or causing the crisis.The genesis of topology thus sheds an original light on the question of the types of dialogue between philosophy and mathematics. And in this respect, the case of Hausdorff, who, under the name of Paul Mongré, had created a “literary double” (philosopher, poet, playwright and essayist), plays a major role –and is properly the subject of our study. This double identity, which partly explains the separation line traced in the general works between the purely mathematical production and philosophical speculations (both unpublished in French and having very distinct posterities) is at the starting point of an intriguing one-voice dialogue between a name famous in the field of mathematics and its philosophical “moniker”. The thematics they both deal with are often “connected”: the reflexions, related to the notion of “continuity”, on time and space, as well as the conception (quite original at that time since “logical empiricism” was yet to be created) of a formalism as element of true empiricism, obviously play a positive role- to be defined as such- for the elaboration of general topology. On the other side, a conception of mathematics as a critical tool applied to philosophy begins to take shape. More specifically, certain texts such as the Raumproblem and the conferences of 1903-1904 (unpublished), are true junction points between the two “sections” of the works. Finally, Hausdorff’s original stance on the first set-theoretic questionings has -downstream- manifest roots in philosophy and accounts for –upstream- how the mathematician could have led the Cantorian theory on new research fields
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Malam, Sally E. "Politeness, accommodation and divergence in turn-taking : implications for sex-difference theory." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320100.
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Bengtsson, Marie. "Gender equality in the subject of English in Swedish schools." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-27481.
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The National Agency for Education (Skolverket) and The Swedish National Curriculum have stated that equality between female and male students is important. The present study investigates students in the subject English in Swedish upper secondary school and municipal school for adult education from the perspective of gender dominance in English conversation with a teacher present, with the focus on turn-taking. Two separate observations were made in three classes in adult education and two classes in upper secondary school. The research questions of this investigation are; which gender dominates the on-going conversation in English with a teacher present, how the turns were allocated, given or taken, and if the gender patterns differ between a municipal school for adults and an upper secondary school. The potential impact of the teacher’s sex on the patterns of domination is also taken into consideration. Female dominance as well as male dominance is revealed in the result of the investigated classes’ gender patterns. The results also reveal that the teacher’s sex could have an impact on the patterns of domination.
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Picard, Joseph Romeo William Michael. "Impredicativity and turn of the century foundations of mathematics : presupposition in Poincare and Russell." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12498.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1993.Includes bibliographical references (leaves 145-158).
by Joseph Romeo William Michael Picard
Ph.D.
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Retzak, Amanda. "Teacher allocation of turns to limited English proficiency students the rate at which teachers allocate turns to limited English proficiency students in comparison with their English proficient peers /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003retzaka.pdf.
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Collot, Antoni. "Pour une esthétique apophatique néopragmatique, ou pas." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3060.
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« Apophatique » signifie « négatif » ou « par négation ». Le terme est principalement employé pour qualifier une forme particulière de théologie qui 1. ne peut rien dire de Dieu car énoncer une qualité serait lui ôter la qualité antinomique. Il est facile d'en comprendre la logique : dire que Dieu est grand c'est dire qu'il n'est pas petit ce qui est incompatible avec le fait de dire qu'il est tout. 2. consiste à énoncer ce que Dieu n'est pas : mauvais ou un chien, par exemples. Par exemple aussi, cette recherche n'est pas l'occasion d'une anthologie des meilleurs textes de théologie négative, mais la méthode – le scepticisme teinté de pensée logique et/ou mystique – n'est pas sans alimenter les développements à venir. Une des solutions qui s'offre à moi consiste à n'évoquer en rien l'art, l'esthétique, et tout autre domaine relatif aux dites sciences de l'art – un texte sur le nombre pi aurait fait l'affaire d'une esthétique apophatique. Cependant positivement fonder une pensée sur/avec la négation me rend heureux, par espièglerie, esprit de contradiction, par inquiétude fondamentale ; je ne m'en priverai donc pas au profit d'un tour de passe-passe, aussi réjouissante que soit l'idée de vous imaginer lire présentement une théorie du chou-fleur“Apophatic” means “negative” or “by negation”. The term is mainly used to designate a particular form of theology which 1. can't say anything of God because stating a quality would be taking the antinomic quality away from him. It is easy to understand the logic : to say that God is great is to say that he is not small, which is incompatible with the fact of saying that he is everything. 2. consists in stating what God is not : bad or a dog, for example. For example also, this research is not the occurrence of an anthology of the best texts of negative theology, but the method – the scepticism tinged with logical and/or mystic thought – is not without fueling the developments to come. One of the solutions that is given to me consists in not mentioning art in any way at all, the aesthetics, and any other field related to the so-called sciences of the arts – a text on the number Pi would have suited an apophatic aesthetics. However positively establishing a thought on negation makes me happy, by mischievousness, for the sake of argumentation, by fundamental concern; I will thus not deprive myself of it in favor of a quick/cheap trick, as delightful as the idea of imagining you currently reading a theory of the cauliflower might be
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Langer, Nils. "Linguistic purism in action : how auxiliary "tun" was stigmatized in Early High German /." Berlin : W. de Gruyter, 2001. http://catalogue.bnf.fr/ark:/12148/cb38963825j.
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Leiva, Cabanillas Jorge. "Fundamentación y diseño de un modelo de intervención socioeducativa desde una perspectiva constructivista, para su aplicación en organizaciones productivas o de servicios. Estudio de su aplicación e impacto en una empresa." Doctoral thesis, Universitat Ramon Llull, 2008. http://hdl.handle.net/10803/9260.
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Es planteja la fonamentació d'un model integrat de formació humana, desenvolupament i intervenció organitzacional en un context pedagògic socioeducatiu. S'explicita un nucli d'intel·ligibilitat epistemològic, (Gergen, 1996) i es desenvolupen els seus continguts metateòrics, teòrics i metodològics Per a situar el model en una perspectiva metateòrica constructivista i construccionista social, s'examinen dos canvis considerats rellevants en les explicacions epistemològiques de la ciència que donen suport a aquesta perspectiva: el gir lingüístic i el que els biòlegs biocibernètics de la modernitat anomenen gir ontològic. Aquests fonaments científics del constructivisme, es recullen en el disseny del model que es fa càrrec de tres explicacions plantejades per aquests girs així com de les seves conseqüències. El disseny del model assumeix aquestes distincions i estableix un creuament amb els desenvolupaments post-analítics del gir lingüístic en la comprensió performativa del llenguatge, per a la concepció de l'organització com una xarxa de converses. Assumeix el caràcter emergent de la conducta lingüística en l'acoblament amb el medi. aquest acoblament estructural s'entén enactivament mitjançant l'ús recursiu del llenguatge, per a generar compromisos vers un aprenentatge que integri les persones al sistema.
El disseny reencuadra la investigació-acció utilitzant eines de cibernètica de primer ordre en una cibernètica de segon ordre, mitjançant converses recurrents per articular les metes de l'organització amb l'espai relacional. Incorpora metodologies de primera persona performatives i comunicacionals com eines per integrar la dimensió dels valors d'un mateix amb les metes de l'organització amb l'objectiu de reproduir-la mitjançant la integració social. Opera mitjançant el treball en grup per tal que les converses es situïn en la segona persona, (jo-altres), per tal de possibilitar l'emergència de la primera persona.
Assumeix la distinció de les dues dimensiones del ésser cognitiu (Varela 2000): una d'enllaç mitjançant el llenguatge per la coderiva del sistema amb el medi, i una dimensió d'excedent de significació, és a dir, d'interpretació per a la reformulació de la experiència en el llenguatge (narrativa), que conservi aquest acoblament amb el medi.
Per tal de reduir les pertorbacions que provoca el trencament de l'acoblament emergeix la interpretació com l'alternativa per a generar possibilitats d'acció; passar d'un estat present amb trencaments per fer emergir un estat desitjat com a futur viable. En aquesta escletxa que s'obre en l'espai relacional entre l'estat present i l'estat desitjat pren sentit l'ús d'aquestes eines de conversa per a accedir a un rerefons amb mirada compartida. L'estat desitjat acoblat al llenguatge opera com un feed-forward positiu per a la construcció de sentit. S'ajuda a més d'una visió binocular del canvi, analitzant dos series categorials de pensament en la modernitat.
Finalment es descriu l'aplicació i els resultats del Model en una organització de serveis de salut.
Se plantea la fundamentación de un modelo integrado de formación humana, capacitación e intervención organizacional en un contexto pedagógico socio educativo. Explicita un núcleo de inteligibilidad epistemológico, (Gergen, 1996) desarrollando sus contenidos metateoricos, teóricos y metodológico Para situar el modelo en una perspectiva metateórico constructivista y construccionista social, se examinan dos cambios considerados relevantes en las explicaciones epistemológicas de la ciencia que dan sustento a esta perspectiva: el giro lingüístico y el llamado por los biólogos biocibernéticos giro ontológico de la modernidad. Estos fundamentos científicos del constructivismo contenidos en este último, se recogen en el diseño del modelo, que se hace cargo de tres explicaciones que dejan planteadas este giro y de las consecuencias que de ellas surgen para su formalización.-
El diseño del modelo asume estas distinciones y realiza un cruce con los desarrollos post analíticos del giro lingüístico en la comprensión performativa del lenguaje, para la concepción de la organización como una red de conversaciones. Asume el carácter emergente de la conducta lingüística en el acoplamiento con el medio. Este acoplamiento estructural se entiende enactivamente mediante el uso recursivo del lenguaje, para generar compromisos para un aprendizaje que integre las personas al sistema.
El diseño es un Modelo autopoiético que metodológicamente reencuadra la investigación-acción usando herramientas de cibernética de primer orden en una cibernética de segundo orden, mediante conversaciones recurrentes para articular las metas de la organización con el espacio relacional. Incorpora metodologías de primera persona performativas comunicacionales como herramientas para integrar la dimensión valórica del si mismo con las metas de la organización, para reproducirla mediante integración social. Opera mediante trabajo grupal para que las conversaciones se sitúen en la segunda persona, (yo-otros), para posibilitar la emergencia de la primera persona.
Asume la distinción de las dos dimensiones del ser cognitivo (Varela 2000), una de enlace mediante el lenguaje para la coderiva del sistema con el medio, y una dimensión de excedente de significación, esto es, de interpretación para la reformulación de la experiencia en el lenguaje (narrativa), que conserve ese acoplamiento con el medio.
Para reducir las perturbaciones que provocan el quiebre del acoplamiento emerge la interpretación como la alternativa para generar posibilidades de acción, pasar de un estado presente con quiebres para hacer emerger un estado deseado como futuro viable. En esa brecha que se abre en el espacio relacional entre el estado presente y el estado deseado hace sentido el uso de estas herramientas conversacionales para acceder a un trasfondo con mirada compartida. El estado deseado acoplado al lenguaje opera como un feed forward positivo para la construcción de sentido. Se apoya para ello, además, en una visión binocular del cambio, analizando dos series categoriales de pensamiento en la modernidad.
Finalmente se describe la aplicación y resultados del Modelo en una organización de servicios de salud.
The foundation for an integrated model of human formation, training and organizational intervention within a socio-educational pedagogic context is presented here. It explicits an epistemological intelligibility core (Gergen, 1996) developing its theoretical, metatheoretical and methodological contents. To place the model into a metatheoretical social constructivism and social constructionist perspective, two relevant considered shifts in epistemological explanations of science that supports this perspective are reviewed: the linguistic turn and the so called by biocybernetical biologists ontological turn of modernity. These scientific foundations of constructivism contained in this turn, are brought into the model design that takes charge of three explanations put forward by the turn and the consequences arising from them for its formalization.
The design of the model assumes these distinctions and performs a crossing with the post analytical developments of the linguistic turn in the performative comprehension of language, for conceiving the organization as a network of conversations. It assumes the emerging character of linguistic behavior in coupling to the environment. This structural coupling is enactively understood through the recursive use of language, to generate commitments for a learning that integrates persons to the system.
The design is an autopoietical model that methodologically reframes research-action using tools of first order cybernetics within a second order cybernetics, through recurrent conversations to articulate organization's goals with the relational space. It incorporates communicational first person performative methodologies as tools to integrate the valoric dimension of the self with the organization's goals, to reproduce it through social integration. It operates through group work placing conversations in second person (I - others), for making the emergence of the first person possible.
It assumes the distinction of the two dimensions of the cognitive being (Varela, 2000), one as a link of language for the co-derive of the system with the environment and one as signification surplus, that is, of interpretation for the reformulation of the experience in language (narrative), that keep that coupling with the environment.
Interpretation emerges as the alternative for generating action possibilities to reduce perturbations that provoke the breaking of coupling, to go through a present state with breakings to an emergent wished state as a viable future. In this breach opened in the relational space between the present state and the wished state the use of these conversational tools makes sense to access a background with shared vision. The wished state coupled to language operates as a positive feed forward for constructing meaning. It also supports itself on a binocular vision of change, analyzing two categorical series of thought in modernity.
Finally, the application and results of the model are described within a health services organization.
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Uggla, Karolina. "Konst och kartläggning kring 1970 : Modell, diagram och karta i konstens landskap." Doctoral thesis, Stockholms universitet, Institutionen för kultur och estetik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121726.
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The years around 1970 saw the emergence of an artistic fascination with maps and mapping. In the present thesis this fascination is conceptualised as a mapping impulse, acknowledging how the discourses of art and mapping, respectively, intertwine and merge. The aim of the study is to analyse this mapping impulse and to identify recurring themes and concepts in artworks and texts on art where maps and mapping processes are used as a visual expression and method. In order to demonstrate how the scope of the thesis is shaped by later interpretations of art from around 1970, three exhibition publications from three decades are examined to illustrate how boundaries between the discourses of art and of mapping are renegotiated from the late 1960s up until the 2010s. The representing line of the map is analysed via the concepts of diagrams, maps, and models, such as the re-appearance of Claude Shannon’s and Warren Weaver’s Communication Model in the Swedish late 1960s, Öyvind Fahlström’s World Map (1972), and Sten Eklund’s paintings on glass from 1968 where he transfers ideas from Wittgenstein’s Tractatus into visual representations. The procedural aspects of encounters between the discourses of art and of mapping from around 1970 are analysed in Hans Haacke’s Gallery-Goers’ Birthplace and Residence Profile Pt. 1 and Sten Eklund’s Kullahusets hemlighet (The Secret of Kullahuset). The latter work is interpreted in the light of the role of the mapping, surveying individual, and in a figurative sense, the individual in the system. Here, the concept of alienation is used, as the work delineates the mapping subject who itself is being subject to mapping. In this thesis the mapping impulse is identified as a way to deal with territory and truth in Western art around 1970. The map as a sign system and a practice is representative of a recent stage where art in various ways deal with a world undergoing rapid change. The mapping impulse circa 1970 can be identified as a visual regime of cartographic reason, characterized by legibility, clarity and lucidity. This also suggests alternative interpretations of the impact of the linguistic turn in the art of the 1960s and early 1970s, revealing a more ambiguous relationship between text and image.
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Weiß, Clarissa [Verfasser]. "Blick und Turn-Taking in Face-to-Face-Interaktionen : Multimodale Interaktionsanalysen triadischer Gesprächssituationen mit Hilfe von Eye-Tracking / Clarissa Weiß." Göttingen : Verlag für Gesprächsforschung, 2020. http://d-nb.info/1219545317/34.
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Álvares, Margarida Rosa. "Aspectos culturais da e na fala-em-interação: análise da conversa etnometodológica aplicada à aula de espanhol como língua estrangeira." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/5855.
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The thesis herein presents an analysis of the cultural aspects that are part of talk-in-interaction through Ethnomethodology/Conversation Analysis (EM/CA). This study is aimed at analyzing talk-in-interaction within an institutional environment (DEL CORONA, 2009). Through readings, it was observed that there is still field yet to be explored related to it and, in general, concerning speaking in Spanish. The analysis focuses on aspects, which are part of talk-in-interaction, that is, of speaking itself, such as turn-takings, organization, repairs and revoicing (CONCEIÇÃO and GARCEZ, 2005). Additionally, the analysis focuses on talk-in-interaction such as the construction of intersubjectivity and reflexivity (BULLA , 2007; GARCEZ , 2008). Based on that, the interactional process was observed in a Spanish language classroom of a public university (Goiás, Brazil). The research included data that was generated in this Spanish classroom context in an undergraduate degree classroom in Languages: Spanish with a group of thirteen participants. The data analysis is based mainly in two classes which were fully transcribed according to Jefferson´s Model (LODER , 2008). Besides, information gathered in interviews, fieldnotes and questionnaires were also considered to enable the triangulation of data. The presentation of the analysis follows two broad categories: the cultural aspects of talk-in-interaction as well as the cultural aspects in talk-in-interaction. In relation to turn-taking (turn-taking itself, turn-construction/turn-holding, turn-allocation/relinquishing), the results point to an understanding that, when interacting in the target language, the participants tend to maintain their mother tongue structure preferring that their turn is given rather than taken. On the issue of repairs, it is seen that other-initiated other-repair are preferred and this is because the interaction takes place in an institutional context. Regarding the revoicing, evidence shows that providing a revoicing setting does not always guarantee that the interaction occurs fluidly because the tendency of the teacher was to keep the turn longer. That probably happened as she understood that it is the teacher's role to fill in the silences with her own turns, especially when there is no volunteering by any other participants. However, the results show that the revoiced classroom allows critical training and the promotion of autonomy. The results also show that there was a change concerning turn-taking in the second class which was better balanced. Intersubjectivity (or shared understanding) and reflexivity (or the ability to reflect on what is being shared) are observed throughout the analysis by structuring the turn-takings and repair achievements. These ones are in the service of maintaining the intersubjectivity and, consequently, the reflexivity on the cultural aspects.
Apresentamos, nesta tese, uma análise dos aspectos culturais que fazem parte da fala-em-interação pelo viés da Análise da Conversa Etnometodológica (ACE). Este estudo se justifica pela constatação, a partir de leituras realizadas, que há, ainda, um espaço a ser explorado sobre questões relacionadas à fala-em-interação institucional (DEL CORONA, 2009) e, em geral, à oralidade em língua espanhola. A análise se centra em aspectos que fazem parte da fala-em-interação, ou seja, da própria oralidade, como a tomada de turnos, a organização o reparo e o revozeamento (CONCEIÇÃO e GARCEZ, 2005); também enfoca aspectos na fala-em-interação, como a construção da intersubjetividade e da reflexividade (BULLA, 2007; GARCEZ, 2008). A partir disso, observamos o processo interacional na sala de aula de língua espanhola. A pesquisa contou com dados que foram gerados em contexto de sala de aula de espanhol em um curso de graduação em Letras: Espanhol de uma universidade pública goiana, com um grupo de treze participantes. As análises de dados se fundamentam, principalmente, em duas aulas as quais foram integralmente transcritas, conforme o modelo Jefferson (LODER, 2008). Além disso, também foram consideradas informações obtidas em entrevista, notas de campo e questionários de modo a permitir a triangulação dos dados. A exposição da análise segue duas grandes categorias: os aspectos culturais da fala-em-interação e os aspectos culturais na fala-em-interação. Os resultados apontam para um entendimento de que com relação ao turno de fala (tomada, manutenção e sucessão), as participantes ao interagirem na língua estrangeira tendem a manter a estrutura presente em sua língua materna, preferindo que o turno seja cedido a tomá-lo em uma discussão. Sobre a questão do reparo percebemos que os reparos iniciados e levados a cabo por outro são preferíveis e isso se dá porque a interação ocorre em um contexto institucional. No que concerne ao revozeamento, identificamos evidências de que propiciar um espaço revozeado nem sempre garante que a interação ocorra de maneira fluida porque a tendência da professora era de manter o turno por mais tempo, provavelmente por entender que é papel do professor preencher os silêncios com turnos de fala, especialmente quando não há auto seleção por parte das demais participantes. No entanto, os resultados revelam que a sala revozeada permite uma formação crítica e o fomento da autonomia e houve uma mudança no que se refere à troca de turnos na segunda aula em que percebemos um maior equilíbrio. A intersubjetividade ou o entendimento compartilhado e a reflexividade, capacidade de refletir sobre o que está sendo compartilhado, são observadas ao longo da nossa análise, através da estruturação dos turnos de fala e das realizações de reparo, que estão a serviço da manutenção da intersubjetividade e, consequentemente, da reflexividade sobre os aspectos culturais.
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Demarco, Teresa Raquel Conte. "Funções linguístico-psicológicas do assalto ao turno em situação de autoconfrontação cruzada: o trabalho docente em foco." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2606.
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Este estudo apresenta resultados relacionados às funções linguístico-psicológicas do assalto ao turno em situação de autoconfrontação cruzada por meio da implantação de uma Clínica da Atividade Docente na Universidade Tecnológica Federal do Paraná – Câmpus Pato Branco. Para a realização desta pesquisa, utilizou-se o método da Autoconfrontação (FAÏTA, 1996; CLOT, 2007/2010), proposto por Daniel Faïta e desenvolvido por Clot na Clínica da Atividade e que foi proposto e realizado no contexto do Ensino Superior com uma dupla de docentes do Curso de Mecânica da UTFPR. Para a fundamentação teórica deste trabalho será apresentado inicialmente uma contextualização a respeito dos conceitos de trabalho e de trabalho docente, com base em autores como: Machado (2007), Amigues (2004), Muniz-Oliveira (2011) e Lima (2016). Logo após, serão apresentados os conceitos de Clínica da Atividade e questões a respeito do quadro metodológico da autoconfrontação, com base nos seguintes autores: Clot (2007), Clot e Faïta (2000), Vieira e Faïta (2003) e Lima (2016). O turno conversacional, as formas de linguagem e a alternância de papéis serão abordados com suporte nos seguintes autores: Koch (2010), Marcuschi (1986), Kerbrat-Orecchioni (2006), Galembeck (1995) e Galembeck e Costa (2009). O objeto deste estudo, o assalto ao turno, será discutido com base em autores como Brait (2003), Galembeck (1995) e Vigotsky (2007). Para finalizar a fundamentação teórica do estudo será utilizada a análise dialógica do discurso de Bakhtin (2011). Para a análise dos dados, foram utilizados além das teorias já citadas, os conceitos de sentimentos, afetos e emoções a partir de Clot (2016) e os aspectos relacionados ao vivido (vécu) e o vivendo (vivant) abordado por Canguilhem e trazidos no texto através de Clot (2016). A partir das análises de dados foi possível constatar os níveis de acaloramento e arrefecimento do diálogo. A partir das análises realizadas pode-se perceber a influência dos afetos no momento do assalto ao turno, à medida que uma pessoa é afetada pela fala do outro os assaltos ocorrem com mais frequência. Nas análises serão abordadas as noções de face positiva e negativa (GOFFMAN, 1980/1985) e dos mecanismos de defesa (BRENNER, 1975) para o abarcamento das funções linguístico-psicológicas do assalto ao turno em situação de autoconfrontação cruzada.This study presents results related to the linguistic-psychological functions of the assault to the turn in a situation of self-confrontation through the implementation of a Clinic of the Teaching Activity at Federal Technological University of Paraná - Campus Pato Branco. In order to carry out this research, it was used the self-confrontation method (FAÏTA, 1996; CLOT, 2007/2010), proposed by Daniel Faïta and developed by Clot in Activity Clinic which was proposed and carried out in the context of Higher Education with a pair of UTFPR Mechanic Course Professors. For the theoretical basis of this work, it will be initially presented a contextualization regarding the concepts of work and teaching work, based on authors such as: Machado (2007), Amigues (2004), Muniz-Oliveira (2011) and Lima (2016). Afterwards, it will be presented the concepts of Activity Clinic and questions about the methodological framework of self-confrontation, based on the following authors: Clot (2007), Clot e Faïta (2000), Vieira e Faïta (2003) and Lima (2016). The conversational turn, the language forms and the alternation of roles will be approached supported by the following authors: Koch (2010), Marcuschi (1986), Kerbrat-Orecchioni (2006), Galembeck (1995) and Galembeck and Costa (2009). The object of this study, the assault to the turn, will be discussed based on authors such as Brait (2003), Galembeck (1995) and Vigotsky (2007). To finalize the theoretical basis of the study, it will be used the dialogical analysis of Bakhtin's discourse (2011). For the analysis of the data, it was used, beyond the already mentioned theories, the concepts of feelings, affections and emotions from Clot (2016) and the aspects related to the lived (vécu) and the living (vivant) addressed by Canguilhem and brought in the text through Clot (2016). From the data analysis, it was verified the levels of heating and cooling of the dialogue. Based on the analysis, it is possible to notice the influence of the affections at the moment of the assault to the turn, as a person is affected by the other’s speech, the assaults occur more frequently. In the analysis, it will be approached the notions of positive and negative face (GOFFMAN, 1980/1985) and the defense mechanisms ones (BRENNER, 1975) to cover the linguistic-psychological functions of the assault to the turn in a situation of crossed self-confrontation.
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Kohonen, Susanna Aliisa. "Turn-taking and overlaps in native-nonnative talk-in-interaction : comparing observable and reported differences in French and British English communication styles." Thesis, University of Bedfordshire, 2003. http://hdl.handle.net/10547/323240.
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Participants in an intercultural situation of communication, trying to understand the intentions of their co-Iocutors from their own cultural perspective, can frequently commit misinterpretations that lead to misunderstandings of intention and meaning. Intercultural communication studies, for the majority, focus on unveiling and discovering differences that they believe to be at the core of such misunderstandings. Such studies have probed the varying cultural values, to mention a few, on the levels of individualism versus collectivism, of low-context versus high-context, of varying concepts of time or of silence (e.g. Hofstede 1980, Hofstede 1991, Hall 1959, Hall & HaU1990). The present study suggests that the perspective of one's primary socialisation culture should be studied on a more specific level if one is aiming to discover possible cultural differences. The level that is proposed to be studied is the production and interpretations of patterns of talk-in-interaction such as pauses, overlaps, speaker changes, simultaneous talk, prosody and intonation patterns, and so on. It is the stance of the present inquiry that these above-mentioned turntaking patterns play a key role in the processes through which the participants interpret each other's meanings and intentions, although the processes themselves remain mostly entirely subconscious. The present study was inspired by a case study that was conducted comparing the turn-taking behaviour between Americans and French conversing in French (Wieland 1991). Wieland conducted recordings of ordinary dinner table conversations, and later interviewed the participants in order to elicit insights into their interpretations of the interaction. However, little work has been done to further compare the culturally varying interaction patterns and the participants' reactions to them. The majority ofstudies into intercultural communication remain on more abstract levels of cultural values rather than addressing the actual arena of talk-in-interaction, although some have broken this unploughed ground, e.g. Moerman (1988) in his combination of conversation analysis and ethnography. The stance of the present study is that it is this very level of talk-in-interaction that holds the key to understanding what exactly happens in possible misunderstandings in situations of intercultural communication. Studies on talk-in-interaction focus on conversational turn-taking (Psathas 1995, Ten Have & Psathas 1995, Sacks, Schegloff & Jefferson 1974, Schegloff 2000). They therefore bring to light behavioural patterns - and their respective interpretations - that most of the time remain subconscious in the minds of the interactants, as those patterns are learned and internalised early on in the primary socialisation process (Berger & Luckmann 1966). Sample analyses on the conversational overlaps of French speakers carried out previously by the researcher (Kohonen 2000) served as a basis for the hypothesis development. These earlier analyses made evident the importance of gaining access to participants' perceptions on the interaction, as well as the access into parameters that allow a comparative approach. The present research is an exploratory, qualitative case study that allowed comparisons to be made between the overlap patterns of the native French and the native British English participants conversing in native and mixed groups, furthermore gaining access to participants' perceptions of the interaction. The present study is not intended to be taken as a strictly conversation analytical research, as the Literature Review will show. The aim of the present study is on the contrary to explore the possible theoretical and methodological triangulations available in the field of social sciences, and to discover how the triangulation of theories and methods could enhance the study of talk-in-interaction, in both native and intercultural settings.
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Andersson, Stina. "Swedish toddlers’ use of turn-final gaze in dyadic child-parent interaction." Thesis, Stockholms universitet, Institutionen för lingvistik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157361.
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Turn-final gaze at the interlocutor has been suggested to fill different functions in conversation: being monitoring, regulatory or response-seeking. 16 Swedish toddlers use of turn-final gaze in dyadic interaction with their parents was investigated at the ages 1;0, 1;6, 2;0, 2;6 and 3;0. The turn-final gaze behaviour was investigated for correlations to child age and language level. Additionally, child turn-final gaze in turn-final questions, in turns longer than 5 seconds and in different interaction contexts was examined.Results showed that the use of active turn final gaze increased over ages 1;0-2;0. No correlations between child use of turn-final gaze and child language level could be found. In turn-final questions, 93% of the turn-final gaze was active, i.e. was not present at the start of the turn. Turn-final gaze was used both during conversation and object-oriented interaction at all ages.A monitoring-response-seeking function of turn-final gaze was proposed to be used by the toddlers as a means to get the parent’s encouragement and approval of the child’s interactive language use. Additionally, the importance of choosing a suitable measure type of turn-final gaze while investigating small children was stressed.Turfinal blick på motparten i ett samtal har föreslagits fylla olika funktioner: övervakande, styrande eller responssökande. 16 svenska småbarns användning av turfinal blick i dyadisk interaktion med sina föräldrar studerades vid åldrarna 1;0, 1;6, 2;0, 2;6 och 3;0. Turfinalt blickbeteende undersöktes angående potentiella korrelationer till barnens ålder och språknivå. Dessutom granskades barnens turfinala blickanvändning i turfinala frågor, i turer längre än 5 sekunder och i olika sorters interaktionskontext.Resultaten visade att användandet av turfinal blick ökade mellan åldrarna 1;0 och 2;0. Inga korrelationer mellan barnens användning av turfinal blick och deras språkliga nivå kunde hittas. I turfinala frågor var 93% av den turfinala blicken aktiv, dvs inte närvarande vid turens start. Turfinal blick förekom både i konversation och objektsorienterad interaktion vid alla åldrar.En övervakande/responssökande funktion hos turfinal blick föreslogs användas av småbarn som ett sätt att få förälderns uppmuntran och bekräftelse på barnets interaktiva språkanvändning. Dessutom poängterades vikten av att välja ett relevant sätt att mäta turfinal blick vid studier av små barns blickbeteende.
MINT: Modelling infant language acquisition from parent-child interaction (MAW 2011.007)
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Kirkland, Ambika. "An exploration of the neural correlates of turn-taking in spontaneous conversation." Thesis, Stockholms universitet, Institutionen för lingvistik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182793.
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This project added to the sparse body of research on the neural underpinnings of turn-taking with an electroencephalography (EEG) investigation of spontaneous conversation. Eighteen participants (3 male, 15 female, mean age 29.79), recruited and participating in pairs, underwent EEG hyperscanning as they conversed on a freely chosen topic for 45 minutes. In line with previous research, it was predicted that a time-frequency analysis of the EEG might reveal either increased power at around 10 Hz (the location of one of two components of the mu rhythm, an oscillation possibly involved in motor preparation for speech), or reduced alpha (8-12 Hz) power (reflecting non-motor aspects of turn preparation) prior to taking one’s turn. Increased power between 8-12 Hz was observed around 1.5 and 1 second preceding turn-taking, but similar power increases also occurred prior to turn-yielding and the conversation partner continuing after a pause, and a reduction in alpha power was found in turn-taking relative to listening to the other speaker continue after a pause. It is unclear whether this activity reflected motor or non-motor aspects of turn preparation, but the spontaneous conversation paradigm proved feasible for investigating brain activity coupled to turn-taking despite the methodological obstacles.Detta forskningsprojekt bedrar till ett ämne där relativt få studier har genomförts med en elektroencefalografi- (EEG-) undersökning av hjärnaktivitet som är kopplad till turtagning i spontant samtal. Arton deltagare (3 män, 15 kvinnor, medelålder 29,79) som rekryterades och deltog i par, genomgick EEG-hyperscanning medan de pratade om ett fritt valt ämne i 45 minuter. Det förutsades att en tidsfrekvensanalys av EEG kan avslöja antingen ökad effekt vid cirka 10 Hz (vilket motsvarar en av två komponenter i mu-rytmen, en oscillation som eventuellt är involverad i motoriska förberedelser för tal) eller reducerad alfaeffekt (8 -12 Hz) (vilket möjligen återspeglar icke-motoriska aspekter av turtagningsförberedelser) innan man tar sin tur. Ökad effekt mellan 8-12 Hz observerades ungefär 1,5 och 1 sekund före turtagning, men liknande ökningar inträffade också innan samtalspartnern tog sin tur eller fortsatte efter en paus, och en minskning av alfaeffekt observerades när turtagning jämfördes till kontexter där försökspersonerna lyssnade när den andra talaren fortsatte efter en paus. Det är oklart om denna aktivitet återspeglade motoriska eller icke-motoriska aspekter av turtagningsförberedelser, men det visar sig vara möjligt att undersöka hjärnaktivitet kopplad till spontant samtal på ett rimligt sätt trots paradigmens metodologiska svårigheter.
Hidden events in turn-taking
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Dantil, Louis. "El giro semántico lingüístico como propuesta para la integración de las personas en movilidad transnacional: Un estudio de la cobertura informativa de la llegada del barco Aquarius en la 1 de Televisión Española." Doctoral thesis, Universitat Jaume I, 2021. http://dx.doi.org/10.6035/14106.2021.620772.
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La siguiente tesis doctoral analiza la representación de la inmigración en Televisión Española, en el informativo La 1 edición 21.00 horas, a través del estudio de caso de la llegada del barco Aquarius con 629 personas rescatadas en el Mar Mediterráneo durante junio de 2018. Como corpus de estudio, se revisarán todos los telediarios comprendidos entre el 11 de junio al 10 de julio de 2018. El modelo de análisis incluye, entre otros aspectos, una revisión de los marcos asociados a este hecho y el estudio de la terminología. Como objetivo complementario, se analiza las percepciones de la inmigración a través de un análisis comparativo de los informes Actitudes hacia la inmigración del Centro de Investigaciones Sociológicas CIS, que se desarrollan desde 1995. La investigación utiliza el análisis de contenido de noticias televisivas y de una serie de informes publicados. Los resultados revelan que los conceptos más utilizados son: inmigrantes, migrantes, personas, pateras, inmigración, refugiados, Aquarius. Por su parte, se destacan algunos marcos vinculados a este hecho como: un problema migratorio, la precariedad, el drama, la catástrofe, la sobredimensión, entre otros. La tesis, como enfoque propositivo, desarrolla el Giro Semántico Lingüístico (GSL), en inglés Linguistic Semantic Turn, una propuesta que aboga por cambiar la terminología al objeto de transmitir significados incluyentes e integrativos, así como los enfoques y los marcos cognitivos utilizados para enmarcar el tema haciendo énfasis al pacifismo para fomentar la integración estructural.This doctoral thesis analyzes the news coverage of the Aquarius migrant rescue operations in June 2018, by La 1 of the Spanish Radio and Television Corporation (RTVE). The frames and the terminology used to refer to these people and to that event are reviewed. Additionally, the perceptions of immigration are analyzed through a comparative study of the reports “Attitudes towards immigration” of the Sociological Research Center (CIS). The results reveal that the most used concepts are: immigrants, migrants, people, boats, immigration, refugees and Aquarius. For their part, the most relevant frameworks used, deeply highlight the rescue as migration issues, marked by precariousness, drama and catastrophe, among others. The thesis proposes a Linguistic Semantic Turn (LST), in Spanish Giro Semántico Lingüístico (GSL), consisting in a substantial change of terminology to convey more inclusive and integrative meanings, as well as cognitive approaches and frameworks that reinforce pacifism, inclusion and structural integration.
Programa de Doctorat en Estudis Internacionals de Pau, Conflictes i Desenvolupament
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Schwanebeck, Wieland. "Poststrukturalismus." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-221241.
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Unter dem Begriff des Poststrukturalismus wird eine disparate, auf den Axiomen des Strukturalismus aufbauende und diese zugleich überwindende Strömung verstanden, die sowohl innerhalb der Sozial- und Kulturwissenschaften als auch in interdisziplinär organisierten Feldern wie den Gender Studies von großer Tragweite ist. Geteilt wird die Auffassung, dass kulturelle Phänomene allgemein sprachlich strukturiert sind. Seine Tendenz, unter die Oberfläche vermeintlich stabiler, monolithischer Strukturen zu schauen, qualifiziert den Poststrukturalismus für eine Anwendung auf genderwissenschaftliche Kategorien wie Weiblichkeit und Männlichkeit, deren Bedeutung nicht aus sich selbst erwächst, sondern die als Signifikate innerhalb eines (phallokratischen) Systems zu denken sind.
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Alzahrani, Mohammed Omar. "THE READER'S TURN: THE PACKAGING AND RECEPTION OF CONTEMPORARY ARABIC LITERATURE IN ARABIC AND IN ENGLISH TRANSLATION." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1606425465610702.
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Aare, Kätlin. "Respiratory patterns and turn-taking in spontaneous Estonian : Inhalation amplitude in multiparty conversations." Thesis, Stockholms universitet, Avdelningen för fonetik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118214.
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This thesis explores the relationship between inhalation amplitude and turn-taking in spontaneous multiparty conversations held in Estonian. Respiratory activity is recorded with Respiratory Inductance Plethysmography. The main focus is on how inhalation amplitude varies between the inhalations produced directly before turn onset compared to the following inhalations within the same speaking turn. The results indicate a significant difference in amplitude, realised mainly by an increase in inhalation end lung volume values. One of the possible functions of this pattern is to signal an intention of taking the conversational turn. Another could be a phrasing or grouping function connected to lower inhalation amplitudes within turns.2014-1072 Andning i samtal (Vetenskapsrådet)
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Schwanebeck, Wieland. "Poststrukturalismus." Technische Universität Dresden, 2013. https://ul.qucosa.de/id/qucosa%3A14434.
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Unter dem Begriff des Poststrukturalismus wird eine disparate, auf den Axiomen des Strukturalismus aufbauende und diese zugleich überwindende Strömung verstanden, die sowohl innerhalb der Sozial- und Kulturwissenschaften als auch in interdisziplinär organisierten Feldern wie den Gender Studies von großer Tragweite ist. Geteilt wird die Auffassung, dass kulturelle Phänomene allgemein sprachlich strukturiert sind. Seine Tendenz, unter die Oberfläche vermeintlich stabiler, monolithischer Strukturen zu schauen, qualifiziert den Poststrukturalismus für eine Anwendung auf genderwissenschaftliche Kategorien wie Weiblichkeit und Männlichkeit, deren Bedeutung nicht aus sich selbst erwächst, sondern die als Signifikate innerhalb eines (phallokratischen) Systems zu denken sind.
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RAUS, RACHELE. "SEMANTICA ED ANALISI DEL DISCORSO: IL LEMMA TURC DAL XVI ALLA PRIMA MET{ DEL XIX SECOLO." Doctoral thesis, Università degli studi di Trieste, 2000. http://thesis2.sba.units.it/store/handle/item/12196.
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O'Brien, Steven. "Harnessing Collective Intelligence for Translation: An Asssessment of Crowdsourcing as a Means of Bridging the Canadian Linguistic Digital Divide." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20025.
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This study attempts to shed light on the efficacy of crowdsourcing as a means of translating web content in Canada. Within, we seek to explore and understand if a model can be created that can estimate the effectiveness of crowdsourced translation as a means of bridging the Canadian Linguistic Digital Divide. To test our hypotheses and models, we use structural equation modeling techniques coupled with confidence intervals for comparing experimental crowdsourced translation to both professional and machine translation baselines. Furthermore, we explore a variety of factors which influence the quality of the experimental translations, how those translations performed in the context of their source text, and the ways in which the views of the quality of the experimental translations were measured before and after participants were made aware of how the experimental translations were created.
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Ersoz-Demirdag, Hande. "L'enseignement de l'interprétation consécutive : une étude de cas turc-français." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030045.
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La présente recherche se propose de décrire, d’analyser et de comprendre les problèmes des étudiants en phase d’apprentissage de l’interprétation consécutive avec le turc et le français comme paire de langues de travail et d’étudier leur évolution. Il porte sur la possibilité ou non d’enseigner les principes et les techniques de base de l’interprétation consécutive à des étudiants qui ne sont qu’en licence et qui n’ont pas nécessairement une maîtrise de la langue étrangère suffisante pour être admis à un programme de formation d’interprètes de haut niveau. Le corpus, constitué de transcriptions des prestations des étudiants, de notes prises en consécutive et de témoignages rétrospectifs, a été exploité dans le cadre conceptuel des Modèles d’Efforts de Daniel Gile, de manière à essayer de remonter à l’origine des faiblesses des étudiants. Les résultats présentés font apparaitre une nette progression chez les étudiants entre deux étapes dans la formation, qui s’observe sur des éléments décrits dans la littérature comme faisant partie du savoir-faire de l’interprète professionnel. Ils suggèrent que les étudiants ont effectivement appris les principes et les techniques de base de l’interprétation bien qu’ils ne soient pas dans une école spécialisée en interprétation, ni dans un programme de Master, ce qui constitue une réponse positive à la question de recherche. En outre, la présente recherche discute de la spécificité linguistique de la paire de langues concernée, et de l’intérêt méthodologique de démarche triangulaire adoptée. Des pistes de recherche sont enfin proposéesThis research aims to describe, analyze and understand problems that students encounter while learning consecutive interpreting in Turkish and French as a working language pair, and students' progress in coping with the problems. It focuses on the question whether it is possible to teach the basic principles and techniques of consecutive interpretingto undergraduate students who do not necessarily master their foreign working language well enough to be admitted to a high level interpreter training program.The corpus consists of transcriptions of the students' consecutive interpreting performances, notes taken in consecutive interpreting class and retrospective interviews with students. The analysis seeks to trace back the origin of the students’ observed weaknesses within the framework of Gile's Effort Models.Findings show clear progress in the students' consecutive interpreting performance over the two semesters under consideration. It is also observed that students' progress is mainly found in elements which are described as part of the know-how of a professional interpreter in the literature on interpreting. The findings also show that students have learned basic principles and techniques of consecutive interpreting, although they are not enrolled in a Master's program or in a program specialized in interpreting. They therefore suggest apositive answer to the research question.The linguistic specificity of the language pair involved and the methodological benefits of the triangular approach implemented in the study are discussed, and potential avenues for future research are suggested
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Coutinho, Patrícia Ribeiro do Valle. "Cognição e prosódia: o embate pela palavra na coletiva de imprensa." Universidade Federal de Juiz de Fora (UFJF), 2010. https://repositorio.ufjf.br/jspui/handle/ufjf/4621.
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Prosódia e cognição são os temas centrais do presente trabalho. Reivindica-se o lugar da fonologia na representação formal de construções gramaticais, uma vez que emparelhadas com informações semânticas, sintáticas e pragmáticas estão as informações fonológicas. A partir de contribuições teóricas da Linguística Cognitiva, o conceito de fonema é revisto, sendo tratado em termos de categoria de base corpórea e unidade construcional. Para essa nova visão, é fundamental, ao tratar do fenômeno, uma concepção que envolva a aquisição, o uso e a frequência de construções da língua. Ao se direcionar a atenção para o nível suprassegmental, enfatiza-se a função que a prosódia desempenha na interpretação e na negociação de sentidos. Defende-se que há uma ação conjunta e coordenada na produção da melodia da fala. A fim de analisar como a entoação pode apontar para a construção do significado, foi realizada, através de um programa computacional (PRAAT), a leitura acústica de dados de fala semiespontânea. Os resultados da submissão dos dados foram descritos no sentido de se observar as curvas da Frequência Fundamental (F0) nos trechos que encerram as respostas de entrevistados em coletivas de imprensa. A hipótese é a de que os contornos melódicos nessa transição de turno são descendentes e uma das razões para isso é o desgaste da pressão subglotal que ocorre no fluxo da fala. Outro ponto discutido é que a ação das pregas vocais pode ser considerada um caso particular entre as gestualidades produzidas pelo nosso aparato físico e perceptual. Estabelecendo uma projeção metafórica entre o domínio da coletiva de imprensa e o domínio da guerra, aposta-se na analogia entre os gestos produzidos pelas pregas vocais e os gestos dos braços em um combate. Enfim, quanto mais gestos "sonoros", de alta F0, ocorrem, maior é o poder de combate interacional do falante, na luta pelo turno. Se a F0 decai, dá-se a entrega do turno. São movimentos de caráter físico que estão estreitamente relacionados com o simbolismo conceptual da linguagem.
Prosody and cognition are the central subjects of the present work. The place of phonology in the formal representation of constructions is demanded, since phonological information is paired with semantic, syntactic and pragmatic information. From theoretical contributions of Cognitive Linguistic, the concept of phoneme is reviewed and reformulated with the notions of phoneme as an embodied category and phoneme as a constructional unit. For this new vision, it is fundamental a conception that involves the acquisition, the use and the frequency of language. To direct the attention for the suprassegmental level, it is emphasized the function that the prosody performs in the interpretation and management of meaning. One defends that there is a joint and coordinated action in the production of speech s melody. In order to analyze how the intonation can point out to the construction of meaning, an acoustics reading of data was accomplished through a computation program (PRAAT). The results of the submission of the data were described in order to observe the curves of fundamental frequency (F0) in the stretches that close the interviewed answers in the press conference. The work hypothesis is that the turn transition is configured by falling contours and one of the reasons for this is the deterioration of the subglotal pressure in the flow of the speech. Another point is that the action of vocal folds can be considered a particular case between the gestures produced by our physical and perceptual apparatus. From a metaphorical extension of the press conference's domain and the war's domain, it can be speculated the analogy between the gestures produced by the focal folds and the gestures of the arms in a combat.
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Conceição, Rosineide Maria da. "Propagandas da campanha eleitoral a prefeito de Cuiabá do segundo turno de 2012 : aspectos discursivos." Universidade Federal de Mato Grosso, 2014. http://ri.ufmt.br/handle/1/362.
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Este estudo foi desenvolvido no âmbito do Programa de Mestrado em Estudos de Linguagem, na Linha de Pesquisa “Práticas textuais e discursivas: múltiplas abordagens”. Buscou desenredar o(s) discurso(s) que permearam a campanha a prefeito de Cuiabá em 2012, tal como fora veiculada no Horário Gratuito de Propaganda Eleitoral pela televisão aberta (doravante HGPE/TV), no segundo turno, disputado por Mauro Mendes, filiado ao Partido Socialista Brasileiro (PSB) e Ludio Cabral, filiado ao Partido dos Trabalhadores (PT). Teve por objetivo: apreender as relações interdiscursivas que permearam as propagandas do HGPE/TV; compreender como as propagandas políticas se construíram como cenas de enunciação (cena englobante, cena genérica e cenografia); compreender de que modo o ethos do enunciador participa da construção da cenografia; discutir especificidades do debate político no HGPE/TV. Tais objetivos não esgotaram as possibilidades de estudo que tal objeto oferecia, mas é o que se apresentava como passível de realização no momento. Foi uma pesquisa arquivista, com a diferença de que se pôde observar o arquivo em se fazendo, uma vez que se acompanhou, dia a dia, o que o HGPE/TV levava ao ar para a população cuiabana, em meio a que estavam os eleitores que poderiam fazer um ou outro candidato vitorioso. O estudo foi balizado pela Análise de Discurso (AD) da vertente francesa, utilizando os seguintes conceitos: interdiscurso, polêmica, cenas de enunciação (cena englobante, cena genérica e cenografia) e ethos. Os conceitos explorados na dissertação foram tratados, principalmente, na companhia de Dominique Maingueneau, um analista de discurso da escola francesa que tem mostrado a fecundidade desse paradigma interpretativo na leitura de qualquer tipo de enunciado, incluindo os enunciados multimodais como são os enunciados do HGPE/TV. A análise mostrou a polêmica em torno do “alinhamento”, um argumento de campanha reivindicado pelo candidato do PT e rebatido pelo do PSB, bem como em torno da “competência administrativa”, reivindicado pelo candidato do PSB e rebatido pelo do PT.
This study was conducted within the scope of the Master Program in Language Studies, in the Research Line “Textual and discursive practices: multiple approaches”. It sought to disentangle the discourse(s) which permeated the campaign for mayor of Cuiabá in 2012, as it is made public in the Free-time Political Propaganda on television (hereinafter HGPE/TV), in the second round, disputed by Mauro Mendes, affiliated to the Brazilian Socialist Party (PSB) and Ludio Cabral, affiliated to the Workers’ Party (PT). It aimed to: apprehend the interdiscursive relationships which permeated the HGPE/TV advertisements; understand how the political advertisements were crafted as enunciation scenes (enclosing scene, generic scene and scenography); understand how the ethos of the enunciator participates in the construction of the scenography; discuss specificities of the political debate in the HGPE/TV. Such objectives have not exhausted the possibilities of study that this object offered, but it is what was presented as achievable at the time. It was an archival research, with the difference that it was possible to observe the file in the making, by following day by day what was being broadcast by the HGPE/TV to the population of Cuiabá, among those the electors that could make one or the other winning candidate. The study was marked by the Discourse Analysis (DA) of the French strand, using the following concepts: interdiscourse, polemic, enunciation scenes (enclosing scene, generic scene and scenography) and ethos. The concepts explored in the dissertation were addressed mainly in the company of Dominique Maingueneau, a discourse analyst of the French school that has shown the fruitfulness of this interpretative paradigm in the reading of any type of statements, including multimodal statements as are the utterances of the HGPE/TV. The analysis showed the controversy around the “alignment”, an argument of campaign claimed by the PT candidate and rebutted by that of the PSB, as well as in relation to “administrative competence”, claimed by the PSB candidate and rebutted by the PT candidate.
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Coutinho, Márcio José. "A RETOMADA DO ROMANTISMO ALEMÃO EM KEIN ORT. NIRGENDS E DIE NEUEN LEIDEN DES JUNGEN W.: O ROMANCE COMO RESISTÊNCIA." Universidade Federal de Santa Maria, 2007. http://repositorio.ufsm.br/handle/1/9956.
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During the seventies, it is possible to verify the arising of a set of works characterized by a tendency on recovering aesthetic elements and values from Romanticism in East-Germany Literature. That country lived under the Socialism imposed by force by the USSR, and the State exerted strong oppression, censorship and repression over people, and also imposed a realistically-based program to be followed by the writers, in order to consolidate the ideological principles of the regime the Socialist Realism, created departing from Georg Lukács conceptions on realism. In response to this context, some literary works can be considered as assuming the role of resistance, by the adoption of non-mimetic forms and techniques of writing. In this sense, this thesis aims at doing a comparative analysis between Christa Wolf s novel Kein Ort. Nirgends and Ulrich Plenzdorf s novel Die neuen Leiden des jungen W., focusing on the possible role of themes as subjectivity, melancholy and turn to past to the political and social aspirations proper of the writers vinculated to this literary tendency. The concept of Romanticism must be understood according to the particular historical meanings resulting with regard to the discussion on cultural and literary heritage. Christa Wolf s, Bertolt Brecht s, Theodor Adorno s, Walter Benjamin s and Anatol Rosenfeld s essays constitute the main critical and theoretical approach used to base this researchDurante a década de 70, verifica-se na literatura da República Democrática Alemã (RDA) o surgimento de um conjunto de obras caracterizadas pela retomada de elementos e valores referentes ao período romântico alemão. O país vive sob o Socialismo imposto à força pela URSS, e o Estado exerce sobre o povo forte opressão, censura e repressão, além de impor um programa de base realista a ser seguido pelos escritores, com o fito de consolidar os princípios ideológicos do regime o Realismo socialista, criado a partir das concepções de realismo de Georg Lukács. Em resposta a esse contexto, pode-se considerar que algumas obras literárias funcionam como resistência, ao adotar formas e técnicas não miméticas de escrita. Neste sentido, a presente dissertação visa a realizar uma análise comparativa entre os romances Kein Ort. Nirgends, de Christa Wolf e Die neuen Leiden des jungen W., de Ulrich Plenzdorf, tendo em vista o possível papel de temas como a subjetividade, a melancolia e o voltar-se para o passado para as aspirações político-socias dos escritores vinculados à referida tendência literária. O conceito de Romantismo deve ser entendido de acordo com os significados históricos particulares resultantes em função da discussão em torno da herança cultural e literária. O principal aporte crítico e teórico empregado como base para essa pesquisa advém dos ensaios de Christa Wolf, Bertolt Brecht, Theodor Adorno, Walter Benjamin e Anatol Rosenfeld
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Tiryakioglu, Gulay. "EFL learners' writing processes : the relationship between linguistic knowledge, composing processes and text quality." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE2047.
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L'écriture est un processus complexe à la fois dans la langue première (L1) et dans une langue étrangère ou seconde (L2). Les recherches sur les processus d'écriture en langue seconde et en langue étrangère se multiplient, grâce à l'existence d'outils de recherche qui nous permettent d'examiner de plus près ce que les apprenants font réellement dans leurs langues lorsqu'ils écrivent (Hyland, 2016; Van Waes et al., 2012; Wengelin et al., 2019) ; les recherches sur les comportements d'écriture plurilingue restent cependant rares. Cette étude examine la relation entre la connaissance de la langue, les compétences en dactylographie, les processus d'écriture (fluidité d'écriture, pauses et révisions) et la qualité des textes écrits par 30 collégiens français (14-15 ans), lors de l'écriture dans leur premier (français) et deuxième (anglais) langues. Dans la seconde étude, nous avons examiné cette relation complexe au sein d'un sous-groupe de 15 élèves bilingue turcophone (14-15 ans, résidant en France) lors de l'écriture dans leur langue d'origine (turc), langue scolaire (français) et l'anglais (une langue étrangère, également apprise à l'école). La troisième étude explore cetterelation complexe entre le sous-groupe de 17 apprenants bilingues (15 apprenants turcophone et 2 apprenants arabe-français) et 13 apprenants monolingues français.Nous avons utilisé un plan d'étude à méthode mixte: une combinaison d'enregistrement des touches tapées au clavier, de questionnaires avant et après l'écriture, de textes écrits par les élèves et d'entretiens de rappel stimulé. Nos participants ont effectué trois tâches d'écriture (une tâche de copie, une tâche descriptive et une tâche narrative) dans chaque langue à l'ordinateur à l'aide de l'outil d'enregistrement des touches tapées au clavier, Inputlog (Leijten & Van Waes, 2013). L'enregistrement des touches tapées au clavier (possibilité de mesurer avec précision le comportement de frappe), qui s'est développée au cours des deux dernières décennies, permet une investigation empirique des comportements de frappe lors de l'écriture à l'ordinateur. Les données relatives aux processus d'écriture ont été analysées à partir de ces données d'Inputlog: la fluidité d'écriture a été mesurée en caractères par minute, mots par minute et la moyenne des caractères entre deux pause en rafales de pause (de 2000 millisecondes); les hésitations ont été mesurées par le nombre de pauses, la durée des pauses et leur emplacement (à l'intérieur ou entre les mots); les révisions ont été mesurées en nombre de suppressions et d'ajouts, et en rafales de révision (le nombre moyenne d’ajouts et suppressions entre deux longues pauses de 2000 millisecondes). La vitesse de frappe a été mesurée avec une tâche de copie dans chaque langue du projet; cette tâche de copie est corrigée automatiquement par Inputlog ; nous avons développé cette tâche en turc pour notre étude, et elle a été normalisée et figure maintenant comme partie intégrante du logiciel, pour d’autres utilisateurs. Pour évaluer la qualité des textes écrits par nos apprenants, une équipe d'évaluateurs a utilisé une échelle d'évaluation holistique et analytique pour juger du contenu, de l'organisation et de l'utilisation de lalangue dans les textes en L1, L2 et L3 ; nous avons ensuite comparé cette évaluation qualitative aux mesures quantitatives obtenus dans Inputlog. Nous avons également recueilli des données avec un protocole de rappel stimulé auprès d'un sous-groupe de sept scripteurs, pendant qu'ils regardaient les données enregistrées sur Inputlog se dérouler à l’écran (avec la fonction Replay); ce processus fascinant nous a permis d’obtenir des informations liées aux pensées des écrivains lors des pauses et révisions longues. Enfin, nous avons obtenu d’autres informations sur les comportements d’écriture des participants en dehors de la classe à l’aide d’un questionnaireWriting is a complex process both in the first language (L1) and in a foreign or second language (L2). Researchon second- and foreign-language writing processes is increasing, thanks to the existence of research tools thatenable us to look more closely at what language learners actually do as they write (Hyland, 2016; Van Waes etal., 2012; Wengelin et al., 2019); research on plurilingual writing behaviour remains, however, scarce. Thisstudy looks at the relationship between knowledge of language, typing skills, writing processes (writing fluency,pauses and revisions) and the quality of texts written by 30 middle school French students (14-15 years old),during writing in their first (French), and second (English) languages. In the second study, we looked at thiscomplex relationship among a sub-group of 15 middle school French-Turkish bilingual students (14-15 yearsold, residing in France) during writing in their home language (Turkish), school language (French), and English(a foreign language, also learned at school). The third study explores this complex relationship between thesubgroup of 17 bilingual learners (15 Turkish-French bilinguals and 2 Arabic-French bilinguals) and 13 Frenchmonolingual learners.We used a mixed-method study design: a combination of keystroke loggings, pre- and post-writingquestionnaires, students' written texts and stimulated recall interviews. Our participants performed three writingtasks (a copy task, a descriptive and a narrative task) in each language on the computer using the keystrokeloggingtool Inputlog (Leijten & Van Waes, 2013). Keystroke logging (the possibility of measuring precisetyping behaviour), which has developed over the past two decades, enables empirical investigation of typingbehaviour during writing. Data related to writing processes were analyzed from this Inputlog data: writingfluency was measured as characters per minute, words per minute, and mean pause-bursts (text producedbetween two pauses of 2000 milliseconds); pausing was measured as numbers of pauses, pause length, andlocation (within and between words); and revisions were measured as numbers of deletions and additions, andrevision-bursts (additions and deletions between two long pauses of 2000 milliseconds). Typing speed wasmeasured with the Inputlog copy task tool in three languages; we developed the Turkish copy task for our study,and it has been standardized and added to the Inputlog software. To assess text quality, a team of evaluatorsused both a holistic and an analytical rating scale to judge content, organization and language use in the L1, L2and L3 texts, and this qualitative assessment is compared with the quantitative Inputlog measures. We alsocollected stimulated recall protocol data from a focus group of seven writers, as they watched the keystrokelogged data unfold; this fascinating process enabled us to obtain information related to the writers’ thoughtsduring long pauses and revisions. Finally, we obtained background data on the participants’ writing behaviorsoutside the classroom with a questionnaire.Analyses of the keystroke logging data reveal important differences between L1 and L2 as well as between L1,L2 and L3 writing processes, which appear to be linked to our bilingual subjects’ linguistic backgrounds, andespecially their contact with written Turkish (Akinci, 2016). Writing processes were more fluent in French, withlonger pause-bursts, fewer pauses and revisions than writing in English and Turkish. Post-hoc comparisons ofwriting processes in the three project languages show that although there are significant differences betweenFrench and Turkish/English writing processes, English and Turkish writing processes are similar, with,however, significant fluency differences
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Knittel, Marie-Laurence. "Catégories fonctionnelles et déficience : étude typologique de quelques constructions verbales et nominales." Habilitation à diriger des recherches, Université Nancy II, 2007. http://tel.archives-ouvertes.fr/tel-00417892.
Full textAbstract:
Ce travail présente quelques aspects de la syntaxe du SV et du SN. Du côté du SV, l'accent est mis sur l'étude morphosyntaxique de la flexion verbale. Dans le cadre du SN, ce sont les thèmes du nombre, des constructions possessives et des types d'adjectifs qui sont explorés, dans l'optique d'une étude sur la déficience fonctionnelle. Bien que portant majoritairement sur le français, certains chapitres proposent une comparaison avec les données du turc et du hongrois.
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Leivas, Paulo Gilberto Cogo. "A correção e a fundamentação de decisões jurídicas, em bases pragmático-universais, na aplicação do direito de igualdade geral." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/143354.
Full textAbstract:
A fundamentação e a correção de decisões jurídicas na aplicação do direito de igualdade geral exigem o cumprimento das regras e formas do discurso jurídico fundado em bases pragmático-universais. As viradas lingüística e pragmática, por obra de Frege, Wittgenstein e Peirce, fundaram os alicerces de uma teoria dos atos de fala, de Austin e Searle, de uma teoria da argumentação, de Toulmin, e de uma teoria comunicativa e discursiva da verdade e correção, em Habermas. A ética procedimentalista e cognitivista habermasiana reconstrói o princípio da universabilidade em trajes discursivos. Alexy enuncia um conceito não-positivista e inclusivo da moral fundamentado na pretensão de correção jurídica e argúi a tese do discurso jurídico como caso especial do discurso prático geral. Uma decisão jurídica correta deve ser justificada com base nas regras e formas da justificação interna e externa do discurso. A fundamentação das decisões por meio de argumentos de princípios coloca a exigência da aplicação do preceito da proporcionalidade. As dogmáticas e jurisprudências alemã e brasileira, na aplicação do direito de igualdade geral, utilizam inicialmente uma fórmula da proibição da arbitrariedade ou correlação lógica, da qual resulta uma vinculação fraca do legislador, e passam a adotar uma fórmula baseada na proporcionalidade, com uma vinculação severa do legislador, especialmente quando há tratamento desigual de indivíduos com características especiais elencadas na Constituição. A racionalidade de uma decisão que se utiliza da estrutura da proporcionalidade depende da justificação externa de cada uma das premissas usadas na justificação interna. Há uma relação necessária entre discurso jurídico, proporcionalidade e dogmáticas dos direitos fundamentais.The justification and correction of legal decisions in the application of general equality principle demands the fullfilment of rules and forms of legal discourse founded on a universal-pragmatic basis. The linguistic and pragmatic turn, by Frege, Wittgenstein, and Peirce, established the foundations of a theory of speech acts, by Austin and Searle, of a theory of reasoning, by Toulmin, and a communicative and discoursive theory on truth and correctness in Habermas. The habermasian proceduralism and cognitivism ethics reconstructs the principle of universability in discoursive ways. Alexy states a non-positivistic and moral inclusive concept of law grounded in the claim to legal correction and argues that the legal discourse must be understood as a special case of general practical discourse. A correct legal decision must be justified on the rules and forms of internal and external justification of discourse. The justification for the decisions by means of arguments of principle sets the demand of applying the partial requirements of proportionality. German and Brazilian legal theory and jurisprudence, in applying the right to general equality, apply initially a formula of prohibition of arbitrary and correlational logic, where there is a weak attachment of the legislature, and start adopting a formula based on proportionality, where there is severe attachment of the legislature, especially in the case of discrimination against individuals with special features listed in the Constitution. The rationality of a decision which uses the structure of proportionality depends on the external justification of each of the premises used in the internal justification. There is a necessary link between proportionality, legal discourse and fundamental rights legal theory.