Thèses : « LINGUISTICS ACTION »

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Marley-Payne, Jack. « Action-first attitudes ». Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107094.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Linguistics and Philosophy, 2016.
Page 166 blank. Cataloged from PDF version of thesis.
Includes bibliographical references (pages 157-165).
In this thesis, I present an action-first theory of knowledge and belief. We have a mutual interest in the successful action of our peers, and the significance of belief and knowledge stems from their role in promoting this success. Knowledge states tend to guide successful action, in an appropriately systematic manner. Belief states systematically guide our attempts to achieve our goals, and would lead to success if all went well. In defending the action-first account, I draw on a kind of pragmatism: we should look to the practical role of belief and knowledge attribution, in a social setting, to determine the nature of belief and knowledge themselves. The action-account states that the role of knowledge attribution is to identify and promote successful agents. This implies that knowledge itself is a state that tends to guide successful action. Similarly, the role of belief attribution is to help us predict how people will attempt to achieve their goals, and correct them to avoid failure where necessary. This implies that beliefs are action-guiding states that may not be success conducive - these are states that are apt to become knowledge given the appropriate evidence or argument. A final point is that the role of our ascriptions of rationality (and irrationality) is to promote practices that tend to lead to knowledge. This gives us a unified account of our concepts of knowledge, belief and rationality, founded in a cooperative society's interest in mutual success. Granting the action-account leads to significant consequences in epistemology and philosophy of mind. It gives us reason to reject various accessibility principles, and accept intellectualism with regard to know-how. All states that lead to successful action in a systematic manner, even if we do not consciously endorse their content, fit with the rationale of the action-account. Further, the account suggests a new way to model conflicted mental states, and suggests rethinking the role of the Bayesian ideal in our conception of rationality. These consequences, in turn, provide motivation for the action-account itself on pragmatic grounds: it opens up promising new lines of inquiry in philosophy.
by Jack Marley-Payne.
Ph. D.

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Streiffer, Robert (Robert Keith) 1970. « Moral relativism and reasons for action ». Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9369.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1999.
Includes bibliographical references (p. [103]-105).
There are many varieties of moral relativism. Appraiser relativism, according to which the proposition expressed by a moral sentence varies from context to context, is motivated by the thought that it provides the best explanation of the intractability of fundamental moral disagreements. In response, it is standardly objected that appraiser relativism runs afoul of our linguistic intuitions about when people are contradicting one another. In Chapter One, I expand upon this objection in three ways: (i) the problematic class of intuitions is larger than has previously been noticed; (ii) three strategies that have been offered to explain away those intuitions fail; and (iii) even if we grant that appraiser relativism is true, it still would not provide us with any explanation whatsoever of the intractability of the relevant disagreements. Agent relativism, according to which there are no universal moral requirements, is motivated by the thought that there are always reasons to comply with one's moral requirements, but that the desires to which such reasons would have to correspond are too capricious for there to be any universal moral requirements. In Chapter Two, I argue that the moral universalist is free to maintain either (i) that any fully rational, fully informed agent will have a desire that would be served by complying with what the moral universalist takes to be universal moral requirements, and so desires are not too capricious, or (ii) that a naturalistically acceptable account of reasons need not suppose that reasons are grounded in desires. Either way, the moral universalist is free to reject this motivation for agent relativism. If desires do not provide the basis for reasons for action, what does? In Chapter Three, I give an analysis of reasons for action based on the ways in which an action can be good or bad. I argue that the analysis is preferable to two other analyses, and that it provides a promising explanation of why there are always reasons for agents to comply with their moral requirements. I conclude, however, that the analysis relies on distinctions which, despite being intuitively plausible, remain in need of theoretical justification.
by Robert Streiffer.
Ph.D.

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Simon, Steven H. 1957. « Contributions to a physicalistic theory of action ». Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8145.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2002.
Includes bibliographical references (p. 139-141).
My project of giving a general physicalistic reduction of action contrasts with Donald Davidson's view that only individual actions can be explained in physicalistic terms. The main reason for his view is that he thinks the problem of internal causal deviance is insoluble. In the first chapter, I reconstruct the theory of action Davidson develops in Essays and Events and extend the theory to solve the deviance problem. The idea of the solution is that action requires "modulated movement," an ongoing process of monitoring and modulating the movements in which actions consist. In the second chapter, I develop the theory of modulated movement in more detail and argue that it can explain a number of cases of defective agency. I defend my contention that the analysis of modulated movement solves the deviance problem against several objections. In doing so, one of the main points I argue is that "ballistic movements," movements the agent cannot modify, cannot be actions. The psychological states in terms of which I analyze modulated movement are belief and desire, and in the third chapter I develop a reductive physicalistic account of a component of belief, indication. I start with a theory of indication that Robert Stalnaker presents in Inquiry, anddevelop the theory to cope with some problems for it that I identify. In the second part of the chapter, I extend the theory to explain cases of indication in which indicators are combined so that together they indicate propositions more specific or precise than any of the propositions they indicate alone, thus reducing complex cases of indication to simpler ones.
by Steven H. Simon.
Ph.D.

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Baron-Schmitt, Nathaniel. « Doing : an essay on causation, events, and action in the most general sense ». Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129123.

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Thesis: Ph. D. in Linguistics, Massachusetts Institute of Technology, Department of Linguistics and Philosophy, September, 2020
Page 163 blank. Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 149-162).
Our world is populated not just by things, such as bombs, matches, and people, but also by events, like explosions, ignitions, and decisions. Part I, "Doings", is centered around my attempt to capture the nature of events. Events straddle the realms of thing and fact, eluding analysis, making this a difficult task. Yet it is an important one, because events play crucial roles in so many places: in philosophy of action and mind, in syntax and semantics, and particularly in metaphysics, where they are widely supposed to be the only true causes and effects. Part II, "Thing Causation", argues that the true causes are things. I first argue that previous theories have failed to capture the nature of events. Jaegwon Kim's well-known view takes every event to be associated with a triple of a thing, a repeatable that the thing instantiates, and a time of instantiation. Kim uses this one-to-one association to give existence and identity criteria for events.
I argue that Kim's "events" are not really events at all; insofar as we can make sense of them, they are more like facts or propositions. But Kim's approach should not be abandoned altogether; the problem is not with association itself, but rather with Kim's assumption that association is one-to-one. Dropping this assumption results in a moderately coarse-grained conception of events that better matches our ordinary conception. It shares most of the theoretical virtues that Kim's view enjoys; most importantly, association can still be used to give existence and identity criteria. And it has a number of significant theoretical advantages over Kim's view, two of which I develop in depth : these moderately coarse-grained events are robust enough to support a version of token physicalism that does not collapse into type physicalism, and they illuminate the logical structure of the determinate-determinable relation. A second topic in Part I is the distinction between events and states.
This distinction usually is either ignored, or else captured by taking events, but not states, to be changes in things over time. The latter approach is too narrow, for it precludes instantaneous events, and it forecloses a "dynamic" picture of fundamental reality, on which there are goings-on that (unlike changes) do not consist merely in reality being one way and then another. Instead, events are best understood as cases of things doing something, or simply "doings". Rockslides, for instance, are cases of rocks sliding, and sliding is something rocks can do. Things done, like sliding, are a special sort of repeatable. Thus I say that events are associated with triples of a thing, a repeatable that can be done , and a time. I develop this very broad notion of "doing something" by appealing to a linguistic distinction between dynamic and stative verbs.
This distinction is central to the linguistics literature on aspect, and it is also philosophically important, since dynamic verbs stand for things done, whereas stative verbs stand for properties. Once we understand what events are, it emerges that events are not the sorts of entities that could cause, except in a derivative sense. In Part II, "Thing Causation", I argue that causation most fundamentally involves a thing causing another thing to do something. It is most fundamentally people and explosive substances, not actions and explosions, that cause. Causation between events is reducible to thing causation, but no reverse reduction is possible. I also touch on a number of other questions, including whether causation is partly normative, whether causation can occur even when no particular entity does any causing, and whether free agency involves causation by an agent.
Regarding the last of these, I argue that agent causation is coherent and real, and the best-known objections to it fail completely, but agent causation on its own does not do the heavy lifting some agent-causal theorists expect from it. What is needed for agent-causal freedom is not just any causing done by an agent, but causing that is basic -- that the agent does not do by doing anything further.
by Nathaniel Baron-Schmitt.
Ph. D. in Linguistics
Ph.D.inLinguistics Massachusetts Institute of Technology, Department of Linguistics and Philosophy

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Marklund, Ellen. « Infants' ability to form verb-action associations ». Thesis, Stockholm University, Department of Linguistics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8156.

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Four- to eight-month-old infants (n=56) were examined on their ability to acquire verb meaning. In a visual preference procedure they were tested on their ability to form verb-action associations by detecting the correlation between auditory speech stimuli and actions presented in short movie clips on a screen. If associations were formed, they were expected to significantly modify their looking behavior after exposure, looking closer to the target than during baseline. Instead of measuring total looking time as response, distance to target was the chosen measure. Eight-month-olds as well as a reference group of adults acquired the verb-action associations. Thus, eight months is the youngest age at which verb meaning acquisition could be demonstrated so far.

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Macaire, Dominique. « De la didactique de l'allemand à une didactique du plurilinguisme : la recherche-action comme aide au changement ». Habilitation à diriger des recherches, Université de Provence - Aix-Marseille I, 2008. http://tel.archives-ouvertes.fr/tel-00554808.

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Ce dossier, élaboré en vue de l'obtention de l'Habilitation à Diriger des Recherches, présente mes activités de recherche et regroupe un ensemble de travaux réalisés puis diffusés entre 2001 et 2008, certains n'étant pas encore publiés. il comporte une synthèse, cinq volumes d'articles et extraits d'ouvrages, sept rapports de recherche, et études scientifiques, une pochette d'annexes multimédia, ainsi que la liste de mes travaux. L'ensemble est organisé de manière thématique, selon les orientations de mon parcours : la recherche en didactique des langues, l'enseignement/apprentissage des langues/cultures aux enfants, les usages des TIC dans l'enseignement/apprentissage des langues/cultures, l'éducation à la diversité des langues et des cultures, le plurilinguisme et la formation des enseignants

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Nangu, Bongiwe B. « Teaching in English and Isixhosa : code-switching in grade 11 Biology classes at a school in Khayelitsha ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7339_1242696871.

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This study explored the use of code-switching in Biology classes at high school level, how it is used in the teaching and learning situation and its effect on the learners' performance in the subject. Grade 11 was chosen as it precedes the last year at high school.

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Panayi, Marilyn. « Cognition in action C-i-A : rethinking gesture in neuro-atypical young people : a conceptual framework for embodied, embedded, extended and enacted intentionality ». Thesis, City, University of London, 2014. http://openaccess.city.ac.uk/15292/.

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The three aims of my interdisciplinary thesis are: - To develop a conceptual framework for re-thinking the gestures of neuro-atypical young people, that is non-traditional and non-representational - To develop qualitative analytical tools for the annotation and interpretation of gesture that can be applied inclusively to both neuro-atypical and neuro typical young people - To consider the conceptual framework in terms of its theoretical implications and practical applications Learning to communicate and work with neuro-atypical young people provides the rationale and continued impetus for my work. My approach is influenced by the limited social, physical and communicative experiences of young people with severe speech and motor impairment, due to cerebral palsy (CP). CP is described as: a range of non-progressive syndromes of posture and motor impairment. The aetiology is thought to result from damage to the developing central nervous system during gestation or in the neonate. Brain lesions involve the basal ganglia and the cerebellum; both these sites are known to support motor control and integration. However, a paucity of theoretical research and empirical data for this target group of young people necessitated the development of both an alternative theoretical framework and two new tools. Biological Dynamic Systems Theory is proposed as the best candidate structure for the re-consideration of gesture. It encompasses the global, synthetic and embodied nature of gesture. Gesture is re-defined and considered part of an emergent dynamic, complex, non-linear and self-organizing system. My construct of Cognition-in-Action (C-i-A) is derived from the notion of knowing-as-doing influenced by socio-biological paradigms; it places the Action-Ready-Body centre stage. It is informed by a theoretical synthesis of knowledge from the domains of Philosophy, Science and Technology, including practices in the clinical, technology design and performance arts arenas. The C-i-A is a descriptive, non-computational feature-based framework. Its development centred around two key questions that served as operational starting points: What can gestures reveal about children’s cognition-in-action? and Is there the potential to influence gestural capacity in children?. These are supported by my research objectives. In my empirical study I present three case studies that focus on the annotation and interpretative analyses of corporeal exemplars from a gesture corpus. These exemplars were contributed by neuro-atypical young people: two adolescent males aged 16.9 and 17.9 years, and one female girl aged 10.7 years. The Gesture-Action-Entity (GAE) is proposed as a unit of interest for the analysis of procedural, semantic and episodic aspects of our corporeal knowledge. A body-based-action-annotation-system (G-ABAS) and Interpretative Phenomenological Analysis methodology is applied for the first time to gesture (G-IPA). These tools facilitate fine-grained corporeal dynamic and narrative gesture feature analyses. These phenomenal data reveal that these young people have latent resources and capacities that they can express corporeally. Iteration of these interpretative findings with the Cognition-in-Action framework allows for the inference of processes that may underlie the strategies they use to achieve such social-motor-cognitive functions. In summary, their Cognition-in-Action is brought-forth, carried forward and has the potential to be culturally embodied. The utility of C-i-A framework lies in its explanatory power to contribute to a deeper understanding of child gesture. Furthermore, I discuss and illustrate its potential to influence practice in the domains of pedagogy, rehabilitation and the design of future intimate, assistive and perceptually sensitive technologies. Such technologies are increasingly mediating our social interactions. My thesis makes an original and significant contribution to the field of cognitive science, by offering an ecologically valid alternative to tradition conceptualization of perception, cognition and action.

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Saunders, Kristina Maren. « Grammatical reformulation in the sequencing of a complex action : the re-issuing of advice in radio phone-ins ». Kansas State University, 2013. http://hdl.handle.net/2097/15687.

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Master of Arts
Department of Modern Languages
Emma Betz
This conversation analytic study aims to describe how advice is re-issued in German in an institutional setting. Schank (1979) has shown that conversation during German advice programs consists of five different phases, one of which is the advice-giving phase. For the current study, four conversations from a radio advice program were analyzed. The data show that the advice-giving phase identified by Schank is further characterized by three sub-phases: 1) issuing of initial advice, 2) negotiation of rejected advice through reformulations of the initial advice, and 3) offer to move to the closing phase, done via generalization of the previously-given advice. I focus on the delivery of the second phase, in which the advice, previously rejected by the recipient, is re-issued using a number of discourse strategies on the part of the advice giver. These strategies include a change in recipient, a shift in source of the advice, the selection or change in reference (i.e. du ‘you’ vs. ich ‘I’), a change in advised action, and a change in strength. In selecting one of these identified discourse strategies, the advice giver addresses the reason for the rejection of the advice on which the reformulation is based. Finally, in looking at the third phase, I explain the function of generalizations and their role in situating the interlocutors interactionally within the larger advice-giving phase, thus sequencing the complex action (Schank, 1981).

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Mheta, Gift. « A contextual analysis of compound nouns in Shona lexicography ». Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2459_1320660934.

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This research is in the area of lexicography and investigates the relationship between Shona terminology development and the culture of the language community for which the terminology is intended. It is a contextual analysis of compound nouns found in Shona terminological dictionaries. The study specifically explores how lexicographers together with health, music, language and literature specialists make use of their knowledge about Shona cultural contexts in the creation of compound nouns. Thus, this research foregrounds Shona socio-cultural contexts and meaning generation in terminology development. This study employs a quadruple conceptual framework. The four components of the framework that are utilised are the Traditional Descriptive Approach (TDA), Cognitive Approach (CG), Systemic Functional Approach (SFL), and Semiotic Remediation (SRM). TDA is used in the linguistic categorisation of Shona compound nouns. In addition, it provides the metalanguage with which to describe the constituent parts of Shona compound nouns. As TDA is mainly confined to the linguistic dimension, this research employs CG, SFL, and SRM to explore the cultural and socio-cognitive dimensions of terminology development.

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Wee, Constance Wei-Ling Languages &amp Linguistics Faculty of Arts &amp Social Sciences UNSW. « Mobilising action through management email texts : the negotiation of evaluative stance through choices in discourse and grammar ». Publisher:University of New South Wales. Languages & ; Linguistics, 2009. http://handle.unsw.edu.au/1959.4/43514.

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This thesis is concerned with explicating the role of language in mobilising action through management emails. Situated within the context of organisational change in a globalised manufacturing business, the project is framed by behavioural observations from management scholars Palmer and Hardy (2000) of mobilisation strategies that utilise linguistic resources since they: (a) involve a sense of obligation or inclination in directives; (b) show how co-operation will produce mutual benefits; (c) construct desired actions as legitimate, beneficial or inevitable; and (d) use past or anticipated meanings, for or against certain actions. Systemic Functional Linguistics is the underlying framework employed to provide a theoretically principled account of the intuitively derived observations from Palmer and Hardy (2000) which are applied to a sample of twenty-seven email texts, through corpus- and text-based analysis. A major finding is that the representation of action is enacted interpersonally through the verbal group. This view complements experientially dominated accounts of the verbal group which focus on the tense system. Further, action is found to be motivated through the negotiation of evaluative stance. By relating the grammar of the verbal group as well as other resources to the discourse semantics of Appraisal, modulation (of obligation or inclination) is found to be enabled by both negative as well as positive judgements of capacity. Specifically, judgements of capacity are re-interpreted as invocations of high obligation as managers seek to mobilise (further) positive performance. The analysis demonstrates that elements in the verbal group (complex) and Appraisal co-opt action through enabling positioning of the writer, in terms of assessing and grading categorical meanings, manipulating interpersonal time, or foregrounding solidarity. A significant contribution to the thesis is an extension of the system of GRADUATION: FOCUS (Hood, 2004a) through the demonstration of how resources of the verbal group negotiate expectations of appearances and achievements. This study has also extended the resources of GRADUATION: FORCE by applying it to the management context. The practical contribution of the study is that these insights may more explicitly inform management training and enable managers to participate more effectively within their community of practice.

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Czaplinski, Iwona. « Affordances of ICTs : an environmental study of a French language unit offered at university level ». Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.

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This project investigates the integration of Information Communication Technologies (ICTs) into educational settings by closely looking at the uptake of the perceived affordances offered by ICTs by students enrolled in a French language course at Queensland University of Technology. This cross-disciplinary research uses the theoretical concepts of: Ecological Psychology (Gibson, 1979; Good, 2007; Reed, 1996); Ecological Linguistics (Greeno, 1994; Leather & van Dam, 2003; van Lier 2000, 2003, 2004a, 2004b); Design (Norman, 1988, 1999); Software Design/ Human-Computer Interaction (Hartson, 2003; McGrenere & Ho, 2000); Learning Design (Conole & Dyke, 2004a, 2004b; Laurillard et al. 2000;); Education (Kirschner, 2002; Salomon, 1993; Wijekumar et al., 2006) and Educational Psychology (Greeno, 1994). In order to investigate this subject, the following research questions, rooted in the theoretical foundations of the thesis, were formulated: (1) What are the learners’ attitudes towards the ICT tools used in the project?; (2) What are the affordances offered by ICTs used in a specific French language course at university level from the perspective of the teacher and from the perspective of language learners?; (3) What affordances offered by ICT tools used by the teacher within the specific teaching and learning environment have been taken up by learners?; and (4) What factors influence the uptake by learners of the affordances created by ICT tools used by the teacher within the specific teaching and learning environment? The teaching phase of this project, conducted between 2006 and 2008, used Action Research procedures (Hopkins, 2002; McNiff & Whitehead, 2002; van Lier 1994) as a research framework. The data were collected using the following combination of qualitative and quantitative methods: (1) questionnaires administered to students (Hopkins, 2002; McNiff & Whitehead, 2002) using Likert-scale questions, open questions, yes/no questions; (2) partnership classroom observations of research participants conducted by Research Participant Advocates (Hopkins, 2002; McNiff & Whitehead, 2002); and (3) a focus group with volunteering students who participated in the unit (semi-structured interview) (Hopkins, 2002; McNiff & Whitehead, 2002). The data analysis confirms the importance of a careful examination of the teaching and learning environment and reveals differences in the ways in which the opportunities for an action offered by the ICTs were perceived by teacher and students, which impacted on the uptake of affordances. The author applied the model of affordance, as described by Good (2007), to explain these differences and to investigate their consequences. In conclusion, the teacher-researcher considers that the discrepancies in perceiving the affordances result from the disparities between the frames of reference and the functional contexts of the teacher-researcher and students. Based on the results of the data analysis, a series of recommendations is formulated supporting calls for careful analysis of frames of reference and the functional contexts of all participants in the learning and teaching process. The author also suggests a modified model of affordance, outlining the important characteristics of its constituents.

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Bowers, Diane Lesley. « Grammatical constraints and motivations for English/Afrikaans codeswitching : evidence from a local radio talk show ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7082_1190370125.

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The study investigated the practice of codeswitching within the Cape Flats speech community of Cape Town. Members of this speech community have always been exposed to both English and Afrikaans in formal as well as informal contexts. Due to constant exposure to both languages, as well as historical and political experiences, members of the speech community have come to utilize both languages within a single conversation and even within a single utterance. Codeswitching is an integral part of the community's speech behaviour. The main purpose of this research was to uncover and analyze the motivations behind codeswitching in the bilingual communities of Cape Town, while also providing a strong argument that codeswitching patterns evident in their speech do not always correspond completely with linguistic constraints that are regarded as 'universal'.

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Ulubay, Murat. « Resilient Features Of Re-emerging Dyadic Communication Systems In An Interactive Virtual Environment ». Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615502/index.pdf.

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This study mainly focuses on the emergence and utilization of communication systems in the context of joint action where collective cognitive activity is required. Dyads are given an instant messaging medium of communication where only a limited number of characters and symbols can be used for information exchange in order to collaborate on common tasks of finding objects, in a network-based interactive virtual environment (ActiveWorlds), a 3D, multi-agent, virtual reality platform. The restrictions on communication and the requirement of collaboration facilitated the creation of a lexical inventory and a minimalistic communication system, a compressed version of dyads&rsquo
shared Natural Languages (NLs). Across eight experimental sessions, two manipulations are made in order to study their effects on parameters on 4 levels of analysis: (1) Quantitative, (2) Syntactic Complexity, (3) Lexical Category and (4) Speech Act Category. The two interventions are (1) increasing the number of targets from one to two after the first three experiments, and (2) administering a two months break between the 6th and 7th-8th experiments. Increased number of target objects influenced the quantitative parameters that are related to the amount of communication as well as the use scores of lexical, syntactic, and speech act categories
however, the use ratios of several parameters were resilient under this manipulation and rather showed different trends of change characterizing the development of the system towards a more mature state in accordance with the demands of the task structure. The opposing trends of increasing use ratio of Assertive and decreasing use ratio of Directive Speech Acts and decreasing use ratios of the Type/Token Number of Lexical Items in a session, the Number of New Lexical Items in a session and increasing ratio of Turn Success are also characteristics of this maturation. The break administered between the 6th and 7th experimental session did not cause any decay in the acquired skills of using the emerged communication system. The previously negotiated strategies and acquired skills of communication as well as the trends of the use ratios of parameters were resilient. The qualitative analysis of the developing communication system revealed several strategies, including compression of NL words into new lexical items, exploiting the redundancy of characters of written words, and iconicity and indexicality of given symbols. The main drivers of the development of the new communication system appeared to be the processes of integration of communicative with behavioral action. The cognitive capacities enabling this integration and the comprehension of the utterances in the new system is explained by the Cognitive and Communicative Principles of Relevance that are attributed to a comprehension sub-module of a mind-reading module of the human cognitive system.

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Yue, Zhen. « Exploring Chinese university EFL learners' L2 willingness to communicate in action : understanding the interplay of self-concept, WTC and sociocultural context through the lens of complexity theory ». Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7026/.

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Willingness to communicate in a second language (L2 WTC) has become an important focus of inquiry in applied linguistics over the last decade or so. However, little is currently understood about the practical tasks of producing communicatively competent L2 users in Chinese higher education, an aim which has been fully recognized by the English language teaching (ELT) sector in China. In order to fill this gap, this research study was conducted in one of the universities in mid-east China over a period of one academic term with the aim to produce an empirically-supported fine-grained portrait of Chinese EFL learners’ L2 WTC in actual communication actions. Informed by complexity theory and adopting a qualitative multi-case study research design, this research focused on five first-year postgraduate student participants and investigated their L2 WTC experiences in communicative actions through multiple sources of data, including individual life story interviews, ethnographic classroom observations followed by stimulated recall interviews, and photo-based interviews. The findings confirm L2 WTC as a multidimensional and complex construct, and further demonstrated that the features and trajectories of individuals’ L2 WTC are interrelated, dynamic and largely unpredictable. This study has also identified a construct that seems central to understand L2 WTC: socially constructed future self-guides. The study has shown that our understanding of students’ actual L2 engagement offers critical pointers for practical interventions for encouraging and supporting language learners’ development of a healthy sense of self with regards to L2 learning and, consequently, of their L2 WTC.

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Moulin-Frier, Clément. « Rôle des relations perception-action dans la communication parlée et l'émergence des systèmes phonologiques : étude, modélisation computationnelle et simulations ». Phd thesis, Université de Grenoble, 2011. http://tel.archives-ouvertes.fr/tel-00634591.

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Si la question de l'origine du langage reste d'un abord compliqué, celle de l'origine des formes du langage semble plus susceptible de se confronter à la démarche expérimentale. Malgré leur infinie variété, d'évidentes régularités y sont présentes : les universaux du langage. Nous les étudions par des raisonnements plus généraux sur l'émergence du langage, notamment sur la recherche de précurseurs onto- et phylogénétiques. Nous abordons trois thèmes principaux : la situation de communication parlée, les architectures cognitives des agents et l'émergence des universaux du langage dans des sociétés d'agents. Notre première contribution est un modèle conceptuel des agents communicants en interaction, issu de notre analyse bibliographique. Nous en proposons ensuite une formalisation mathématique Bayésienne : le modèle d'un agent est une distribution de probabilités, et la production et la perception sont des inférences bayésiennes. Cela permet la comparaison formelle des différents courants théoriques en perception et en production de la parole. Enfin, nos simulations informatiques de société d'agents identifient les conditions qui favorisent l'apparition des universaux du langage.

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Hattingh, Nathalie. « A systemic functional analysis of two Truth and Reconciliation Commission testimonies : transitivity and genre ». Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2541_1361370387.

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This thesis examines how two narrators construe their experiences of the same events differently through the linguistic choices that they make, through a systemic functional analysis, as well as a genre analysis of two testimonies. The Human Rights Violations (HRV) hearings of the Truth and Reconciliation Commission (TRC) allowed testifiers to tell stories of their experiences during apartheid. The selected testimonies refer to the events that led up to the arrest and eventual torture of Faried Muhammad Ferhelst, as told by himself and his mother, Minnie Louisa Ferhelst. Theframeworks used to analyse the testimonies are drawn from the transitivity and genre theories of Systemic Functional Linguistics. A clausal analysis of the transitivity patterns is used to compare the ways in which the testifiers construct their identities and roles when recounting their stories. The transitivity analysis of both testimonies shows that both Mrs Ferhelst and Faried Ferhelst construe themselves as the Affected participant through Material, Mental and Verbal clauses, and construe the police as the Causers, mostly through Material clauses. A genre analysis revealed that both testimonies took the form of narratives, in particular the Recount, a typical genre for relating narratives of personal experience. This research project also explores how the original Afrikaans versions of the testimonies differ from the translated English versions, available online on the TRC website. The Afrikaans versions were transcribed by the researcher from
audio-visual records. A transitivity analysis reveals that the interpretation of the Afrikaans testimonies is fairly accurate, with a minimum loss of meaning. Thus in the case of these testimonies, the
actual online record in English is an accurate reflection of their stories.

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King, Warren. « Epistemic action and language : a cross-linguistic study ». Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10641.

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Includes bibliographical references (leaves 106-113).
Epistemic actions are physical actions which increase the speed, accuracy, and/or robustness of internal computation by allowing cognitive work to be off-loaded to the environment, thus simplifying internal computation. Previous studies on epistemic action are limited in that they demonstrate that epistemic actions may only improve task performance within tasks which are inherently spatial in nature. In this regard, a cross-linguistic replication of an experiment by Maglio et al. (1999) which required participants to produce as many words as possible within five minutes from a string of seven random letters was performed in order to investigate epistemic actions in a verbal task domain.

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Tyson, Rikita Lenise. « Good Fooling : Modality and Linguistic Action in Shakespeare's Comedies ». Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10453.

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This dissertation examines the role of modal verbs and rhetoric in the creation of Shakespeare's comic action. I argue that by focusing on the characters' uses of language in these plays, we can recover a sense of subjectivity and agency for Shakespeare's comic characters, instead of treating them as mere "types" swept along by the force of comic convention. Modal verbs--"can," "may," "must," "ought," and "will"--encode and enact subjectivity at the linguistic level, demonstrating a speaker's perceptions about the action of the main verb: whether a speaker thinks an action is possible or impossible, likely or unlikely, necessary or merely beneficial. Modal verbs therefore indicate an entirely different category of comic action: not just the oversized action of mistaken identity or farce, but the more subtle mental activity that underpins all subsequent action. Likewise, an examination of Shakespeare's comic rhetoric reveals that, far from being inconsequential or merely decorative, it is a force in its own right; I argue that the characters' insistence on the overt use of rhetorical devices, wordplay, and logical debate is a form of action that creates the comic world. Characters use strategies derived from logic and rhetoric in order to persuade themselves and others into positive action, achieving comic endings by verbal means.

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Russo, Maria Serafina. « L'enseignement-apprentissage du français au lycée scientifique en Italie : Pratiques de classe et création de supports appropriés ». Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2011. http://tel.archives-ouvertes.fr/tel-00752380.

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L'enseignement/apprentissage du français au lycée scientifique en Italie. Pratiques de classe et création de supports appropriés.Cette thèse porte sur l'étude des langues vivantes étrangères dans les établissements du secondaire en contexte italophone. L'objectif de ce travail a été de mener une réflexion sur l'enseignement/apprentissage du français au lycée scientifique, tout en focalisant l'attention sur l'attitude des apprenants face à des tentatives d'initiation à la langue de spécialité complémentaires au développement des programmes scolaires consacrés, notamment, à l'histoire littéraire. Nous avons émis l'hypothèse générale stipulant qu'" il est possible d'envisager l'organisation de séances au cours desquelles l'apprenant, s'exprimant en français, se livre à des tâches susceptibles de le motiver, lui permettant de connaître le discours et le milieu d'action propres aux futurs professionnels dans le domaine scientifique et médical ".L'hypothèse en objet a été testée par le biais d'une recherche-action qui a eu lieu en contexte institutionnel. Cette approche a été fondée sur l'utilisation de tâches, choisies/conçues selon le niveau des apprenants, liées surtout à des situations auxquelles les destinataires étaient susceptibles de se confronter dans la vie de tous les jours. La presque totalité du travail a été effectuée grâce à l'emploi des TIC.Les résultats ont prouvé l'efficacité de la recherche de terrain et en ont témoigné l'appréciation de la part des jeunes apprenants concernés. Par conséquent, l'ambition de cette thèse est de contribuer à nourrir le débat sur l'utilité de l'étude de deux langues vivantes étrangères dans les établissements du secondaire italiens, en harmonie avec les dispositions du Conseil de l'Europe, de même que de dégager les étapes d'un cheminement éducatif menant à l'acquisition des habiletés linguistiques nécessaires lors de séjours d'études/de travail en pays francophones pendant les années à venir.

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Cooper, Adam. « Co-Teaching Science Courses for English Language Learners ». University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.

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Arnemann, Aline Rubiane. « Informatividade na escrita argumentativa de terceiranistas do ensino médio noturno – um trabalho de autogerenciamento pautado pela pesquisa-ação ». Universidade Federal de Santa Maria, 2017. http://repositorio.ufsm.br/handle/1/12988.

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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
This research, developed in classroom, with night shift high school third graders from a school that belongs to the educational public system run by the state and is located at the city of Santa Maria, RS, from August to December 2015, the objectives were: to contribute to the advance of night shift high school third graders’ argumentative writing using the informativeness criterion; to promote night shift high school third graders’ self-managing in relation to their textual production using a Textual Production Diary that functions as a game that places students as evaluators at their writing process and to contribute to teaching-learning process of argumentative writing through research-action. To achieve such objectives, the theoretical framework of this study is based on the socio interactionist teaching perspective, represented by Vygotsky (1991), from Text Linguistics, mainly, with Beaugrande and Dressler (1981), Val (1994), Bentes (2008), Marcuschi (2008), Fávero and Koch (2012), Koch (2014) and Koch and Elias (2014), from Information Science, represented by Capurro and Hjorland (2007) and from the perspective of textual genres from Dolz and Schneuwly (2004). The methodological framework is based on the research-action methodology, represented by Thiollent (2011), Carr and Kemis (1988) and Burns (1999). As teachers resources, the Freirean problematizing dialogism, Freire (2001, 2002, 2007), Freire and Faundez (1985) and Gadotti, Freire and Guimarães (2006) and the didactic sequence proposal from Dolz, Noverraz and Schneuwly (2004) were used. From the triangulation of the theoretical and methodological frameworks and the difficulties presented by learners concerning argumentative writing, we elaborated the categories of analysis of the present study. Such categories are guided by the informativeness degrees (low, medium and high), according to the articulation made from Beaugrande and Dressler (1981) and Val (1994) concerning the informativeness degrees, from Cunha (2001) concerning information sources and from Perelman and Olbrechts-Tyteca (2014) in relation to argumentation placement. Through such categories, streamlined and instrumented in the Textual Production Diary, students self-manage their learning process of textual production at both stages of writing and rewriting. The analysis of this research subject’s textual productions (S7) revealed that he promoted the advance of informativeness degree in his texts. In the first textual production, S7 presented low informativeness degree, in the last one he advanced to high informativeness degree. The analysis of the Textual Production Diary revealed that it serves as mediator instrument that helps the student self-manage his teaching-learning process. Therefore, we affirm that the categories of the analysis we propose contribute to the informativeness degree classification of texts and that self-managing, favored by the Textual Production Diary use, promoted the advance of informativeness degree of textual productions and of S7’s argumentative ability.
Esta pesquisa, desenvolvida em sala de aula, com uma turma de terceiro ano de Ensino Médio noturno pertencente a uma escola da rede pública estadual de ensino da cidade de Santa Maria, RS, entre os meses de agosto a dezembro de 2015, teve como objetivos: contribuir com o avanço da escrita argumentativa de alunos concluintes do Ensino Médio noturno utilizando o critério de informatividade; promover o autogerenciamento do estudante terceiranista do Ensino Médio noturno, no que consta à produção textual, a partir do emprego do Diário de Produção Textual que se constitui de um jogo que situa o aluno como avaliador no seu processo de escrita; e contribuir com o processo de ensino e aprendizagem de produção textual de caráter argumentativo por meio da pesquisa-ação. Para atingir tais objetivos, o aporte teórico deste estudo se consolida por meio da perspectiva sociointeracionista de ensino, representada por Vygotsky (1991), da Linguística do Texto, principalmente, com Beaugrande e Dressler (1981), Val (1994), Bentes (2008), Marcuschi (2008), Fávero e Koch (2012), Koch (2014) e Koch e Elias (2014), da Ciência da Informação, com os representantes Capurro e Hjorland (2007) e da perspectiva de gêneros textuais de Dolz e Schneuwly (2004). O aporte metodológico se constitui por meio da pesquisa-ação, representada por Thiollent (2011), Carr e Kemis (1988) e Burns (1999). Como recursos docentes, utilizamos o dialogismo problematizador freireano, Freire (2001, 2002, 2007), Freire e Faundez (1985) e Gadotti, Freire e Guimarães (2006) e a proposta de sequência didática de Dolz, Noverraz e Schneuwly (2004). A partir da triangulação do aporte teórico, metodológico e das dificuldades apresentadas pelos discentes em questão no que diz respeito à escrita argumentativa, construímos as categorias de análise do presente estudo. Tais categorias são pautadas pelos graus de informatividade (baixo, médio, alto), conforme articulação realizada a partir de Beaugrande e Dressler (1981) e Val (1994) quanto aos graus de informatitvidade, de Cunha (2001) no que consta às fontes de informação e de Perelman e Olbrechts-Tyteca (2014) no que atine aos lugares da argumentação. Por meio de tais categorias, dinamizadas e instrumentalizadas no Diário de Produção Textual, os estudantes em questão autogerenciaram seu processo de aprendizagem de produção textual, tanto na etapa de escrita como de reescrita. A análise das produções textuais do sujeito desta pesquisa (S7) revelou que ele promoveu o avanço do grau de informatividade de seus textos. Na primeira produção textual, S7 apresentou grau baixo de informatividade, na última avançou para o grau alto de informatividade. A análise do Diário de Produção Textual revelou que ele se constitui enquanto um instrumento mediador que auxilia o estudante a autogerenciar seu processo de ensino aprendizagem. Portanto, afirmamos que as categorias de análise que propomos contribuem na classificação do grau de informatividade de textos e que o autogerenciamento, favorecido pelo emprego do Diário de Produção Textual, promoveu o avanço do grau de informatividade das produções textuais de e da habilidade argumentativa de S7.

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Koh, Kok Chuan. « Modeling Alcohol Consumption Using Blog Data ». Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271843/.

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How do the content and writing style of people who drink alcohol beverages stand out from non-drinkers? How much information can we learn about a person's alcohol consumption behavior by reading text that they have authored? This thesis attempts to extend the methods deployed in authorship attribution and authorship profiling research into the domain of automatically identifying the human action of drinking alcohol beverages. I examine how a psycholinguistics dictionary (the Linguistics Inquiry and Word Count lexicon, developed by James Pennebaker), together with Kenneth Burke's concept of words as symbols of human action, and James Wertsch's concept of mediated action provide a framework for analyzing meaningful data patterns from the content of blogs written by consumers of alcohol beverages. The contributions of this thesis to the research field are twofold. First, I show that it is possible to automatically identify blog posts that have content related to the consumption of alcohol beverages. And second, I provide a framework and tools to model human behavior through text analysis of blog data.

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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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Bryant, Carmen J. « Salvific faith gift from God or action of man ? A linguistic approach / ». Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Andrianirina, Hoby. « Analyses des usages d'un dispositif hybride d'apprentissage du français et éléments pour un appui à la conception de dispositifs en contexte malgache ». Phd thesis, Université Blaise Pascal - Clermont-Ferrand II, 2011. http://tel.archives-ouvertes.fr/tel-00690165.

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La recherche se situe au carrefour de la didactique des langues-cultures et de l'ALAO (Apprentissage des Langues Assistée par Ordinateur) via des dispositifs hybrides. Elle porte sur les usages des dispositifs médiatisés d'apprentissage de la langue étrangère par des apprenants non-spécialistes. Le postulat de départ est qu'une recherche sur les usages constitue un moyen pour les concepteurs d'appréhender les manières dont les apprenants s'approprient ces dispositifs. L'hypothèse émise est qu'il y a un décalage entre les usages attendus par les enseignants et les usages réels des apprenants et qu'il est pertinent, d'un point de vue didactique, de travailler sur ces décalages afin, d'une part, que les enseignants concepteurs puissent modifier les modèles d'usages en amont de la mise en œuvre du dispositif d'apprentissage et d'autre part, puissent réagir de manière plus adéquate pendant l'utilisation du dispositif par les apprenants. Cette hypothèse conduit à formuler deux questions de recherche principales. Premièrement, quels usages font les apprenants de langues étrangères des dispositifs hybrides ? Et deuxièmement, sur quels éléments des usages les concepteurs peuvent-ils s'appuyer pour la conception ou pour l'actualisation du dispositif ?La recherche est une recherche-action de type expérimental. Elle s'effectue sur deux terrains particuliers : un terrain en contexte français qui constitue le terrain d'analyse et un terrain en contexte malgache qui est le terrain de conception et d'expérimentation. Ces deux terrains présentent des points communs : public-cible constitué d'étudiants non-spécialistes de la langue et spécialistes d'autres disciplines, inscrit en première année de formation, apprentissage de la langue-cible s'effectuant à distance via une plateforme. Deux formes de données de recherche sont exploitées de ces deux terrains : des données invoquées (traces laissées par les apprenants sur la plateforme), suscitées (des questionnaires en direction des apprenants et des entretiens semi-directifs auprès des enseignants-concepteurs afin de cerner les usages prescrits). Les résultats attendus sont de trois types. Sur le plan herméneutique, la recherche permet de caractériser les usages des apprenants selon leurs modes d'interprétation et d'appropriation du dispositif. Sur le plan praxéologique, elle constitue un appui à la conception de dispositifs hybrides, par le biais de recommandations soulignant le rôle de la scénarisation, l'importance de l'articulation d'un côté, des outils mis à disposition des apprenants avec les tâches proposées et de l'autre côté, du présentiel et du distantiel dansl'hybridation. Enfin, elle participe à la promotion, à la diffusion et à l'apprentissage de la langue française en direction des étudiants malgachophones.

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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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La, Follette Tavia. « Sites of Passage : Art as Action in Egypt and the US-- Creating an Autoethnography Through Performance Writing, Revolution, and Social Practice ». Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1365450771.

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Dompeix, Clémentine. « Analyse des formes de communication concourant à la formation professionnelle des médecins dans les congrès médicaux ». Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20005.

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Notre recherche porte sur la manière dont les médecins développent leurs connaissances dans les dispositifs de mise en circulation des savoirs que sont les congrès médicaux, et plus particulièrement, au sein de ces derniers, pendant les sessions tournées vers le partage de l’expérience/expertise. Autrement dit, nous nous intéressons aux processus d’enseignement/apprentissage dans le cadre de la formation professionnelle continue. Sur le plan théorique, nous avons convoqué des travaux issus d’une part de la didactique professionnelle (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) et d’autre part de la linguistique interactionnelle (Mondada, 2001). Sur le plan empirique, notre recherche s’est déroulée en deux temps. Dans un premier temps, nous avons réalisé des observations directes et interrogé des spécialistes de l’organisation de congrès afin d’identifier les caractéristiques de ce type d’événement. Dans un deuxième temps, nous avons réalisé de nouvelles observations et proposé des questionnaires aux congressistes-médecins. Notre objectif était alors premièrement d’identifier les ressources que les médecins-communicants mobilisent pour accompagner leur pair dans leur processus d’apprentissage – quel(s) support(s) choisissent-ils et comment construisent-ils leur discours lorsqu’ils rendent compte de leur expérience/expertise ? – et deuxièmement, de mieux comprendre comment les congressistes-médecins acquièrent des connaissances utiles à l’exercice de leur métier, lors de ces sessions tournées vers le partage d’expérience/expertise
The research presented in this PhD thesis concerns the professional development of physicians in the context of medical congresses, particularly, during sessions dedicated to sharing experience and expertise. We study this situation as a teaching/learning tool for continuing education. We use theoretical frameworks from professional didactics (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) and interactional linguistics (Mondada, 2001). We conducted this research in two phases. During the first phase, of an exploratory nature, we have explored congress as an event through direct observation and inquiry of professional congress organisers. During the second phase, of systematic enquiry, we have first identified the resources expert physicians in teaching position use to accompany their peer physicians in their learning process. Which teaching support do they use, how do they build the learning experience? Second, we have studied how physicians as learning persons do convert congress sessions dedicated to the sharing of experience and expertise into useful knowledge for their daily work

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Isaacs, Tracy Lynn. « Actions and events : a study in ontology and ethics ». Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/13190.

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Do, Thi Bich Thuy. « Les impacts de la révision collaborative étayée : une recherche-action en didactique de la production écrite en français langue étrangère ». Phd thesis, Université de Provence - Aix-Marseille I, 2011. http://tel.archives-ouvertes.fr/tel-00600054.

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Cette recherche-action a pour objectif de mesurer les impacts d'une expérimentation de la révision collaborative étayée en didactique de la production écrite en langues étrangères. Un dispositif d'enseignement de la révision collaborative a été élaboré et expérimenté pendant un semestre dans une classe de vingt-deux étudiants vietnamiens de français langue étrangère. Dans la classe expérimentale, les textes ont été révisés par le pair à l'aide d'une grille de révision collaborative, puis réécrits et corrigés par l'enseignant. Dans la classe de contrôle, les textes ont été écrits une fois et révisés par l'enseignant. Un corpus de textes et rétroactions, des interactions orales entre pairs, des tests, un questionnaire d'auto-évaluation, des entretiens semi-directifs ont été recueillis comme données. Les résultats montrent des impacts significatifs de la révision collaborative étayée sur les stratégies de révision, sur la qualité de la cohérence dans les textes et sur la relation entre le rédacteur et le lecteur. Ce nouveau mode d'apprentissage a été bien évalué par les étudiants.

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Eldokali, Elsanosi Mohamed. « A Linguistic and textual analysis of classroom english interaction at Al-thadi University in Libya ». Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4390_1256023279.

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This study uses an interdisciplinary approach in the analytical framework combining Systemic Functional Linguuistic theoty (SFL) (Martin 1992
Halliday 19994) and critical discourse analysis (CDA) (Wodak 7 meyer 2001
Fairclough 1989, 1993, 1995, 2001). Further, the study draws on christie's (1997, 2001, 2002, 2005) work on classroom discourse analysis, which in turn builds on Bernstein's (1990, 1996, 2000) model on pedagogic practice and interaction, to examine dominanceand power relationsin the classroom. The interdisciplinary approach enabled this study to evaluate Al-Thadi university students' English language competence, linguistically and textually.

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Röger, Gabriele [Verfasser], et Bernhard [Akademischer Betreuer] Nebel. « Planning techniques and the action language golog = Planungstechniken und die Aktionssprache Golog ». Freiburg : Universität, 2014. http://d-nb.info/1123481989/34.

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Szczepanik, Magdalena. « " Impliquer " l'élève dans les cours de langues. Pourquoi et comment un tel projet dans le contexte polonais actuel ? » Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2012. http://tel.archives-ouvertes.fr/tel-00839589.

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D'un côté, la démocratie et l'économie de marché changent la conception du pouvoir en Pologne, et de ce fait appellent un positionnement nouveau de l'enseignant-chercheur. De l'autre, la neurobiologie jette un éclairage nouveau sur le fonctionnement de l'individu en groupe et sur le traitement de l'information en cours d'apprentissage. L'étude du contexte scolaire polonais fait voir une possibilité de décentralisation des relations en classe, tout en prenant en compte les besoins sociaux et émotionnels de l'apprenant.Le présent projet de thèse, réalisé dans le cadre de la recherche-action, vise l'implication de l'élève par le biais d'un dispositif nommé : Discussion à Responsabilité Limitée (DARL). Grâce au dispositif, l'apprenant a la possibilité d'exercer des choix (documents de référence, groupe de discussion, prise de parole et son étendue); il a aussi l'occasion d'être dans une situation à responsabilité (choix du sujet et gestion d'une discussion). Les analyses des prises de parole en groupe ont démontré un lien entre la responsabilisation et l'augmentation du volume de prise de parole dans plusieurs cas décrits. Elles ont mis aussi en exergue des comportements d'auto-limitation de parole chez les apprenants-responsables qui, en tant que participants, étaient habituellement très actifs. Outre ces acquis d'ordre langagier, la recherche rend compte des attitudes des apprenants envers le travail et l'autorité.Le travail de thèse s'ouvre sur les Technologies de l'Information et de la Communication (TIC) qui, tout en résolvant certains problèmes liés au dispositif proposé,initient des questions nouvelles, relatives à l'interaction en groupe et à l'évaluation.

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Panzner, Maximilian [Verfasser]. « Learning action models by curiosity driven self exploration and language guided generalization / Maximilian Panzner ». Bielefeld : Universitätsbibliothek Bielefeld, 2020. http://d-nb.info/1211474844/34.

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Ali, Arden. « Acting from character : how virtue and vice explain praise and blame ». Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107097.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Linguistics and Philosophy, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 87-95).
This dissertation offers a theory of praise and blame: praiseworthy acts manifest virtue and blameworthy acts are incompatible with virtue. Despite its simplicity, proposals like mine have been largely ignored. After all, don't good people sometimes deserve blame, and bad people sometimes deserve praise? I believe the significance of this thought has been exaggerated. The chapters of this dissertation argue that we should understand praiseworthiness and blameworthiness by appeal to the concept of virtue, even granting the possibility of uncharacteristic behaviour. Chapter One argues against the popular view of praiseworthiness, according to which acting well requires only that the agent is moved by the right reasons and acts rightly. At its most plausible, I claim, this view employs a concept of 'acting for the right reasons' that can only be understood in relation to virtue, e.g. someone acts for the right reasons just in case she is momentarily disposed as virtue requires, or has a disposition that approximates virtue. Praiseworthy acts are manifestations of virtue, perhaps qualified in some way, but nonetheless only intelligible in virtue-theoretic terms. Chapter Two builds an account of blameworthiness. In response to puzzling cases of excuse, I distinguishfull and infallible virtue. Roughly put: full virtue requires the disposition to act well; infallible virtue involves perfect compliance with the requirements of morality. This distinction allows us to articulate the relationship between character and culpability: blameworthy acts are those incompatible with full virtue in my sense. Chapter Three addresses a conflict between my view and one dogma in the philosophy of responsibility. Philosophers usually distinguish mere badness and blameworthiness thusly: bad actions reflect deficiencies in one's ethical character but do not warrant resentment or indignation; blameworthy actions call for these attitudes. But I argue there is no privileged part of our psychology that can serve the role of 'ethical character' as it appears in the proposal. A better view falls out of the second chapter. On my view, there are two kinds of wrongdoing: those incompatible with full virtue, and those merely incompatible with infallible virtue. The former are blameworthy, but the latter are merely bad.
by Arden Ali.
Ph. D.

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Koenig-Wiśniewska, Anna. « Stratégies de collaboration pour un écrit interactif en FLE dans une communauté virtuelle d'élèves blogueurs ». Phd thesis, Université de Provence - Aix-Marseille I, 2011. http://tel.archives-ouvertes.fr/tel-00662319.

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Cette thèse relevant du domaine de la Didactique des langues (français langue étrangère) concerne l'apprentissage/enseignement enrichi par les TICE. Elle définit et analyse les stratégies de collaboration pour un écrit interactif, pratiquées par une communauté virtuelle d'élèves blogueurs. Le cadre théorique s'inscrit dans la perspective actionnelle (CECRL), instrumentée des TICE, et il embrasse les réseaux sociaux et leur application dans l'éducation, les caractéristiques de l'écrit interactif en tant que nouveau cybergenre. La méthodologie appliquée est principalement qualitative et relève de la recherche-action et, en particulier, de la recherche-développement appliquée à la conception de ressources multimédia. La construction d'un blogue communautaire a permis le recueil des données pour la partie empirique. Dans cet environnement numérique d'apprentissage, des élèves de 15 à 17 ans de Pologne, Ukraine, Tchéquie et Italie, stimulés par un scénario d'apprentissage, ont réalisé des interactions écrites pendant huit mois. La recherche a montré que les extensions intégrées au blog ont facilité l'émergence d'une communauté d'apprentissage. Elle a également montré comment ces artefacts ont été exploités, en se concentrant notamment sur une analyse des stratégies mobilisées pour l'écrit, ainsi que les caractéristiques de cet écrit interactif produit.

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Day, Trevor Rodney. « A study of a small-scale classroom intervention that uses an adapted neuro-linguistic programming (NLP) modelling approach ». Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488898.

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This is a largely qualitative, part quantitative, inquiry into the effectiveness of classroom modelling in helping tertiary students prepare for their AS-level examinations. Classroom modelling, a form of peer modelling developed by the author, draws substantially upon neuro-linguistic programming (NLP), a discipline regarded as controversial in education. Classroom modelling involves students investigating each other's more successful practices and drawing out elements that might be woven into their own practice.

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Manchon, Mélanie. « Le lexique des verbes en dénomination orale : étude exploratoire chez l'aphasique et étude en IRMf chez le sujet sain ». Phd thesis, Université Toulouse le Mirail - Toulouse II, 2011. http://tel.archives-ouvertes.fr/tel-00639258.

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Notre étude porte sur l'organisation du lexique des verbes chez l'aphasique, d'une part à travers une étude exploratoire en dénomination orale d'action sur support vidéo, et d'autre part à partir d'une investigation en IRMf chez le sujet sain. D'après nos résultats, les aphasiques de différents types ont des difficultés à produire des verbes, et on observe une production importante d'énoncés non conventionnels à pivot verbal : les approximations sémantiques. En aphasiologie, l'étude de ces énoncés, qu'on associe à des paraphasies sémantiques, se limite à un cadre nominal et sont considérés comme des erreurs. Nous soulignons qu'elles manifestent un mode de structuration du lexique des verbes par proximité sémantique et marquent l'existence d'une flexibilité cognitive dans la structuration du lexique mental. Dans la littérature, les troubles spécifiques du verbe, chez l'aphasique, sont associés à des lésions du lobe frontal, mais ces données sont controversées. En IRMf, nous obtenons des activations fronto-pariétales, des régions plus postérieures, et des activations de la boucle fronto-thalamo-striée. Nos résultats sont en faveur d'un recrutement d'un ensemble de régions cérébrales. Le support que nous avons utilisé permettrait d'accéder par deux voies à la représentation de la nature sensori-motrice du verbe, par le gyrus temporal moyen gauche et les aires prémotrices. Le mode vidéo semblerait être un outil d'évaluation plus écologique que le support imagé pour l'étude du traitement du lexique des verbes.

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McGarry, Theresa. « Identifying and Encouraging Active Learning Through Speech Events ». Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6168.

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Oliveira, Carlos Héric Silva. « O trabalho docente representado por estagiárias do Curso Normal em textos de autoconfrontação simples ». Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19449.

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Made available in DSpace on 2016-11-30T11:44:01Z (GMT). No. of bitstreams: 1 Carlos Héric Silva Oliveira.pdf: 3557213 bytes, checksum: de7116a1d5092827cf65aeb627868e11 (MD5) Previous issue date: 2016-10-06
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis aims at investigating the representations the trainees construct of themselves and of their work as future teachers during a situation of supervised training in direct self-confrontation texts which occur in the context of initial training of the Elementary School Teaching Course teachers. Thereby, we intend to analyze how the trainees‟ representations occur during the supervised training through development in the context of teaching. To carry out this research, we used the theoretical-methodological assumptions of the Socio-discursive Interactionism (hereinafter ISD) – whose main representative is Bronckart (1999/2012, 2006, 2008) – comprising human action and the discursive action as development units among human beings who represent their acts through language, taking into consideration that the trainees mobilize their knowledge, in their teaching practice, endorsing Vanhulle‟s theories (2009, 2014). Another theoretical-methodological current is that of Labor Studies, of which, particularly, we will use the Activity Clinic (CLOT, 2007, 2010; FAÏTA, 2000) and the Activity Ergonomics (AMIGUES, 2004; DEJOURS, 2004; SAUJAT, 2004). When studying the representations of the trainees‟ work, we found that the texts produced by the trainees in the interviews in simple self-confrontation (hereinafter EACs) show representations of the physical and socio-subjective worlds capable of contributing to the development and initial training of the teachers attending The Elementary School Teacher Training Course, as well as that of the teachers of other undergraduate programs which put the student in a situation of development with professional practice. It is for this reason that we used the text analysis model proposed by Bronckart (1999/2012), developed in ISD studies, to conduct our analyses. Data production occurred in a school in the state of Sergipe whose focus concentrated in the Fundamental School Teacher Training Course, one high school modality that professionalizes future teachers to teach the early grades of Elementary School. To compose the corpus of the research, four EACs were recorded with each trainee with the researcher, totalizing eight meetings. In this sense, our data were constructed from the EACs texts produced by the trainees on internship work situation. The results showed that the teachers‟ representations occurred in situations of internship where they were acting professionally, which each trainee has during the training, as well as in the different situations of the physical, socio-subjective worlds that are represented through social roles. Another relevant point in the results indicates the mobilization that happens between the representations – characteristics of the educational context under the aspect of teacher training – capable of offering the trainees conditions to reflect, to act and transform their work. In relation to their knowledge mobilized in the activity, we perceive that the trainees use the theoretical knowledge as guidelines for their teaching aiming the professional practice know-how through experiential knowledge acquired in the educational context, both before and during their training
Esta tese tem por objetivo investigar as representações que os estagiários constroem de si e de seu trabalho como futuros professores durante a situação de estágio supervisionado nos textos das autoconfrontações simples que ocorrem no contexto da formação inicial de professores do Curso Normal. Com isso, pretendemos analisar como as representações das estagiárias acontecem durante o estágio supervisionado através do desenvolvimento no contexto do trabalho docente. Para realizar essa pesquisa, utilizamos os pressupostos teórico-metodológicos do Interacionismo Sociodiscursivo (doravante ISD), cujo principal representante é Bronckart (1999/2012, 2006, 2008) que compreende a ação humana e o agir linguageiro como unidades de desenvolvimento entre os seres humanos que representam seus agires através da linguagem, tendo em vista que as estagiárias mobilizam saberes na prática docente, referendando as teorias com Vanhulle (2009, 2014). Outra corrente teórico-metodológica é a das Ciências do Trabalho que, particularmente, utilizaremos a Clínica da Atividade (CLOT, 2007, 2010; FAÏTA, 2000) e da Ergonomia da Atividade (AMIGUES, 2004; DEJOURS, 2004; SAUJAT, 2004). Ao estudar as representações do trabalho de estágio das estagiárias, constatamos que os textos produzidos pelas estagiárias nas entrevistas em autoconfrontação simples (doravante EACs) demonstram representações dos mundos físico e sociossubjetivo capazes de contribuir para o desenvolvimento e a formação inicial dos professores do Curso Normal, bem como de outros cursos de graduação que coloca o aluno em situação de desenvolvimento com a prática profissional. Dessa forma, utilizamos o modelo de análise de textos proposta por Bronckart (1999/2012), desenvolvido em pesquisas do ISD para realizarmos as nossas análises. A produção dos dados ocorreu em uma escola do interior do estado de Sergipe cujo foco concentrou-se no Curso Normal, uma modalidade de ensino médio que profissionaliza futuros professores para lecionarem nas primeiras séries do ensino fundamental. Para compor o corpus da pesquisa, foram gravadas quatro EACs com cada estagiária juntamente com o pesquisador, totalizando oito encontros. Nesse sentido, nossos dados foram construídos a partir dos textos das EACs produzidos pelas estagiárias na situação do trabalho de estágio. Os resultados mostraram que as representações de professores ocorrem nas situações de estágio diante do agir professoral que cada estagiária exerce durante o estágio, bem como, nas diferentes situações de mundos físico e sociossubjetivo que se representam através de papéis sociais. Outro ponto relevante nos resultados sinaliza para a mobilização que acontece entre as representações que caracterizam o contexto educacional sob o aspecto da formação docente, capazes de oferecer às estagiárias condições de refletir, poder agir e transformar o seu trabalho. A respeito dos saberes mobilizados na atividade, percebemos que as estagiárias utilizam os saberes teóricos como orientação do modo de fazer docente para a prática professoral do saber-fazer através de conhecimentos experienciais adquiridos no contexto educacional, tanto durante a formação quanto antes dela

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Yen-ning, Pang. « Where actions speak louder than words : the experience of trainee cooks on work placement in Singapore ». Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/67585/.

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The aim of this research is to illuminate the experience of vocational trainees, specifically trainee cooks, on work placement. Previous ethnographic research in vocational education has tended to converge on sociologically oriented concerns and link the provision of vocational education to the reproduction of social classes. This provided a rich but nonetheless limited understanding of the student experience in this education sector. Professional socialisation studies typically focused on students in higher education and newcomers working in white-collar settings; few studies were carried out with individuals joining vocational trades. Moreover non-sociological studies rarely involved participant observation in data collection and non-linguistic studies rarely emphasised local interactions and verbal exchanges between participants. Studies in blue-collar settings are equally rare. Through a linguistic ethnographic approach, this research offers a detailed picture of the everyday experience of trainee cooks on work placement in professional kitchens. Data was collected through participant observation, fieldnotes, interviews and audio-recordings over a 16-week period involving more than 550 hours in nine professional kitchens. Constituted by physical action, kitchen work involved extensive engagement in doing and for trainees in particular, watching. Doing involved engagement in assigned tasks and working in the capacity of specific workers at their stations, here described as ‘doing Nellie’s work’. Watching was mandated by workers, treated as a mode of learning and gave trainees a legitimate presence in the kitchens. A third action termed as origination was also uncovered in this context. Origination is a self-directed voluntary action of bringing about work, carrying it out and contributing purposefully to work situations. Constituted by physical actions and the general physicality of work, task performance involved verbal interactions that were often minimal. Occasions of extended talk however showed the construction of particular relationships. These extended interactions provided important learning opportunities. The study supports, reinforces and extends findings in workplace research. It also makes a theoretical contribution through the concepts of origination and legitimate presence, and illustrates the use of a linguistic-ethnographic approach in a minimal talk context. Its outcomes are useful for understanding the nature of work/learning at work placement and offer practical insights of value to professionals involved in work preparation programmes.

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Lemon, Christopher Shandon. « Self-repair of actions in German : a case for embedded ». Kansas State University, 2011. http://hdl.handle.net/2097/13126.

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Master of Arts
Department of Modern Languages
Emma Betz
Using conversation analytic methodology, this paper examines the self-repair of actions in everyday German conversation, with focus given to the replacement of verbs and the subsequent effect on actions. While study has been done on the function of recycling repair within a turn (Fox, Hayashi, Jesperson, 1996) no research has been done on the function of verb replacement and its effect on talk. This paper shows that verb replacement is a strategy employed by speakers in order to either a) negotiate what type of action is preferred within a particular TCU or b) to invoke external forces to either deflect an action, or to make a particular action available to an interlocutor. This paper concludes by discussing the specific function of this particular type of repair and how it is useful in repairing problematic actions.

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Rodríguez, Alba [Verfasser], et Pia [Akademischer Betreuer] Knoeferle. « The influence of prior visual gender and action cues versus long-term knowledge in (situated) language processing / Alba Rodríguez ; Betreuer : Pia Knoeferle ». Bielefeld : Universitätsbibliothek Bielefeld, 2018. http://d-nb.info/1160672563/34.

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Kasper, Simon [Verfasser], et Ina [Akademischer Betreuer] Bornkessel-Schlesewsky. « Grounding the Linking Competence in Culture and Nature. How Action and Perception Shape the Syntax-Semantics Relationship / Simon Kasper. Betreuer : Ina Bornkessel-Schlesewsky ». Marburg : Philipps-Universität Marburg, 2014. http://d-nb.info/1059855615/34.

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GONÇALVES, Carlianne Paiva. « Eu sempre estava fora do lugar : perspectivas, contradições e silenciamentos na vida de cotistas ». Universidade Federal de Goiás, 2012. http://repositorio.bc.ufg.br/tede/handle/tde/2413.

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Made available in DSpace on 2014-07-29T16:19:06Z (GMT). No. of bitstreams: 1 Dissertacao - Carlianne Paiva.pdf: 1540775 bytes, checksum: 28c88ba1eacfc6d119e17fe83905c143 (MD5) Previous issue date: 2012-05-07
Desconstruir o mito da democracia racial ainda é, para negros e negras, um desafio diário. Por isso, na tentativa de compreender como somos interpelados/as pela raça, sexualidade e escrita, trago neste estudo - que é respaldado pela pesquisa-ação - a minha voz e a minha leitura da voz de um homen negro cotista, além de uma reflexão sobre a minha aproximação de dezesseis mulheres negras, também cotistas, das Faculdade de Letras da UFG. Por essa razão, tenho por objetivos compreender um pouco de interferência e presença da escrita na vida de um jovem negro e investigar o impacto das políticas afirmativas do ensino superior público na sua vida. Para a realização deste trabalho, foram utilizados como referenciais teóricos estudos sobre letramento (KLEIMAN, 1995; STROMQUIST, 2001; CARVALHO, 2004, 2005, 2007, 2009; ROJO, 2009), raça (GONZALEZ, 1984; GUIMARÃES, 2005; MUNANGA, 2003; GOMES, 2005), ações afirmativas (SILVÉRIO, 2003; BERNARDINHO, 2004,2007; VILLARDI, 2007), masculinidade (PINHO, 2003, 2004; WELZER-LANG, 2004; CARVALHO E FARIA FILHO, 2010; PEDROSA, 2003) e pesquisa-ação (THIOLLENT, 1988; TRIPP, 2005). A geração dos dados contou com entrevistas sobre a trajetória escolar e acadêmica do jovem cotista, com discussões de textos que envolviam a temática de raça, gênero e letramento, além da correspondência/troca de emails com algumas das dezesseis alunas cotistas que optaram por não participar desta pesquisa. Os resultados deste trabalho nos leva a concluir que tanto a pesquisadora de mestrado, quanto o cotista avançaram em alguns pontos. No que diz respeito à pesquisadora, uma questão forte a ser mencionada é a mudança de perspectiva em relação ao homem negro. Hoje, ele não é visto apenas como sujeito que oprime, mas sim como aquele que é também oprimido, opressão que intefere o seu corpo, a sua subjetividade e a sua escrita. No que tange à não participação das alunas cotistas, aprendi que o silêncio é fonte de conhecimento pedagógico e reflexão, o que significa dizer que os motivos que às impediram de participar desta pesquisa vão muito além dos resultados obtidos nesta dissertação. Já em relação ao jovem, os resultados indicam um maior empoderamento, obtido por meio de discussões e reflexões acerca de raça, sexualidade e ações afirmativas no ambiente acadêmico; outro ponto foi a melhoria no seu desempenho acadêmico, uma vez que ao começar a pesquisa, o jovem teve acesso a recursos materiais (bolsa de iniciação científica por 12 meses) e simbólicos (formação em pesquisa, circulação em eventos científicos, oportunidades de treinamento etc).

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Barthus, Tatum Terri. « Telling tales of identity : an interpretation of women's narratives ». Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1331_1365584189.

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This paper examines selected discourses found in the journals kept by 21 working-class women during a training course for domestic workers in South Africa. The principal aim of the paper is to examine how emotion, voice and agency are expressed through literacy practices such as writing. With critical discourse analysis, the existing literacy levels of these women are revealed as well as the way in which women express identity, agency and emotion through the act of writing and reflecting on their experiences. A secondary aim is to uncover those recurrent discourses and attitudes that either empower or disempower these women. This is done to showcase how women&rsquo
s perception of themselves and their opportunities help them become active or inactive agents in their communities and families. Contributions are made to the study of women&rsquo
s language and literacy practices, with particular investigation of how their identities are shaped and moulded by language use. Critical discourse analysis and narrative analysis are the main analytical tools used in the study, highlighting aspects like agency, voice and ideology. These aspects are examined through the lens of women&rsquo
s experiences.

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Mpendukana, Sibonile. « Multilingual Landscapes : The Politics of Language and Self in a South African Township in Transformation ». Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2567_1318493246.

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Much language planning and policy in recent years in South Africa tends to overlook linguistic situations and practices, and focuses on notions of top-down language policy and implementation. This does not fit easily with the current multilingualism dynamics of late post-modern societies, which are increasingly characterized by a culture of consumerism and politics of aspiration. Taking its point of departure from a critical analysis of linguistic practices, in the form of visual literacies (billboards) in a township in South Africa, this thesis aims to draw forth alternative approaches that focus on the notion of sociolinguistic consumption, politics of aspiration and stylization of self, as a means of addressing the linguistic situation, and highlighting implications for language planning and multilingualism.

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Sarré, Cédric. « Approche collaborative de l'apprentissage de l'anglais de spécialité à distance dans un environnement intégrant les TIC : cas de l'anglais de la biologie ». Phd thesis, Université du Havre, 2010. http://tel.archives-ouvertes.fr/tel-00566282.

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Notre étude s'inscrit dans le domaine de la didactique des langues et s'intéresse plus particulièrement à l'apport de la Communication Médiatisée par Ordinateur (CMO) à l'enseignement-apprentissage de l'anglais de spécialité à distance. Il s'agit d'une recherche-action ayant pour objectif d'aider des apprenants de spécialité scientifique (sciences du vivant) à développer leur compétence interactionnelle en anglais L2 à distance par le travail collaboratif médiatisé par ordinateur (TCMO). L'hypothèse que nous avons émise est le fait que le TCMO peut permettre le développement de la compétence d'interaction orale, à plus forte raison lorsque les interactions entre apprenants se déroulent par visioconférence. Les questions de recherche que nous avons posées sont de savoir dans quelle mesure le TCMO permet aux apprenants de développer leur compétence d'interaction orale et quels sont les effets du mode de CMO utilisé et du type de tâches collaboratives proposées sur le développement de cette compétence. De manière à apporter des réponses à ces questions, nous étudions les interactions entre pairs générées par la réalisation de tâches collaboratives à distance selon trois modes de CMO : le clavardage, la visioconférence et le forum électronique. L'analyse comparative des interactions nous conduit à mettre en lumière l'impact du mode de CMO sur le développement de la compétence interactionnelle de nos apprenants et nous permet de déterminer le potentiel acquisitionnel du dispositif mis en place. Les limites et forces du dispositif ainsi mises en évidence, nous émettons de nouvelles propositions de formation dans le but de favoriser le développement de la compétence interactionnelle à distance.

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Looby, Winnie. « Praxis Through Participatory action Research : Exploring Inclusive Practices With A Neighborhood School Community ». ScholarWorks @ UVM, 2017. https://scholarworks.uvm.edu/graddis/735.

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Public school educators strive to address a variety of student needs. Factors such as poverty, trauma, Limited English Proficiency, and the presence or risk of disabilities contribute to students' learning profiles and require educators to rely on the best practices of an interwoven network of specialists so that they can meet these needs. Utilizing a Participatory Action Research (PAR) approach, aimed at fostering school improvement and collaborative research, this study paints an in-depth, holistic cultural portrait of a diverse PreK-5 elementary school in the mountains of northern New England. The lead researcher collaborated with the leadership of the school with the goal of creating a more inclusive learning environment. The school studied is unique in that the arts are used as a vehicle for instruction and inclusion of students from diverse backgrounds, including students with disabilities. The study weaves together feminism, ethnography, arts integration, and disability studies to explore the potential multiple benefits of arts-based instruction and a social skills curriculum for meeting the needs of diverse learners. Through interviews, observations, document review, and reflective journaling, the study collaboratively explores the beliefs and practices of three interrelated micro-cultures within the school: school leaders, classroom teachers, and parents. This study -- conducted over the course of one school year -- provides a snapshot of how one unique school community worked to create an inclusive learning environment through arts integration and a social skills curriculum. Additionally, it documents the benefits and challenges of a PAR approach to supporting and sustaining school-wide change.

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Thèses sur le sujet « LINGUISTICS ACTION »

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