Thèses : « Profilo linguistico »

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PIACENTINI, LUCA. « Autarchia linguistica. Profilo storico-linguistico e lessicografico delle italianizzazioni forzose (1905-1943) ». Doctoral thesis, Università degli studi di Pavia, 2018. http://hdl.handle.net/11571/1227792.

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Lo studio analizza le italianizzazioni forzose in epoca di regime e rende conto del dibattito lessicografico, giornalistico e accademico che per decenni le ha accompagnate. Il termine di analisi cronologica ad quem è stato fissato al 1943, anno di conclusione dei lavori della Commissione per l'italianità della lingua, mentre il riferimento a quo è il 1905, data di pubblicazione della prima edizione del Dizionario moderno di Panzini. Il XX secolo aprì di fatto le porte a un purismo discordante rispetto alla tradizione, giunto a partire dagli anni Venti all'estremizzazione tipica della temperie fascista, anche in chiave lessicografica. L'affermazione del regime a partire dal 1925 e il tentativo da parte del governo centrale di coinvolgere le masse nell'affermazione e nell'esaltazione dei valori nazionalistici incarnati e stereotipati dal fascismo ebbero un inevitabile effetto non solo su una politica linguistica attiva su più fronti, ma anche sulle esperienze lessicografiche e giornalistiche coeve. Ma prima di diventare nel 1941 una questione prettamente politica, e di riflesso accademica, la lotta ai forestierismi fu un fenomeno che vide protagonisti gli italiani, lettori delle rubriche sulle terze pagine dei quotidiani, che non di rado parteciparono attivamente alla campagna puristica, come testimoniano la corposa corrispondenza rinvenuta nell'archivio di Paolo Monelli (cfr. cap. 4.4), autore di Barbaro dominio e tra i più noti esponenti del movimento puristico-autarchico, o alcuni esperimenti giornalistici come il concorso del quotidiano romano «La Tribuna» istituito con lo scopo di eliminare i forestierismi «che inquina[va]no la nostra lingua». Alla realtà accademica, chiamata in causa solo nel dicembre del 1940 con la legge n. 2042, e all'intervento politico, frastagliato in una serie di provvedimenti sconnessi e progressivamente inaspriti a partire dal 1923 (cfr. cap. 2), si affiancò a partire dal 1924 una lessicografia specifica e un filone giornalistico peculiare che si nutrivano del rapporto, se non esplicitamente dei suggerimenti, dei "nuovi italiani" di Mussolini (il tema è approfondito al cap. 4.2).

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DOPPIATI, ERICA. « La lingua inglese in Cina : profilo linguistico e socio-culturale ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/933.

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Un fattore determinante che ha influito sull’enorme espansione dell’inglese nel mondo, nel corso degli ultimi secoli, è stato il ruolo assunto da tale lingua sulla scena mondiale, in particolare nell’ambito economico-culturale: l’inglese è uscito dai suoi confini naturali diventando lingua globale, entrando in contatto con nuovi ambienti e diverse lingue e di conseguenza sviluppando nuove varietà che probabilmente diventeranno in futuro nuove lingue autonome. Oggi anche in Cina, contrariamente al passato, non molto lontano, si avverte un forte e diffuso desiderio di imparare l'inglese, soprattutto tra le giovani generazioni, tra le persone istruite e preferibilmente tra coloro che vivono in città o che hanno contatti al di fuori dei confini nazionali e che utilizzano l’inglese come lingua della comunicazione scientifica, economica, finanziaria e tecnologia. L’inglese non è più considerato una minaccia, sia culturale che politica dal governo che ne incentiva l’apprendimento. Questa crescita nel numero di persone che imparano e parlano inglese, parallelamente alla diffusione di tale lingua, favorisce la nascita e l’affermazione di una nuova varietà linguistica che va sempre più differenziandosi dall’inglese originario. La presente ricerca si propone di analizzare tale fenomeno di variazione dell’inglese in Cina, attraverso l’osservazione e la rilevazione di dati riguardanti l'uso e le occorrenze del genitivo sassone e di altre strutture premodificatrici del sostantivo, caratterizzanti questa emergente varietà di lingua inglese, indagando al tempo stesso anche alcune sue fondamentali coordinate socio-linguistiche.
The crucial factor in the development of English over the last few centuries is its role in the world arena. English has been brought into contact with new environments and languages, and, as a result, has developed into new directions and into new varieties. In today’s China there is an astounding desire to learn English, especially among the educated and the people living in cities, and to use it as a means of communication outside the national borders. This growth in the number of people, who learn and speak English, seems to be contributing to a distinctive variety. The present research aims at contributing to this field of study by analyzing the use and occurrences of the Saxon genitive, of-constructions, and other noun modification structures within this emerging variety of English and the framework of its sociolinguistic features.

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DOPPIATI, ERICA. « La lingua inglese in Cina : profilo linguistico e socio-culturale ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/933.

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Un fattore determinante che ha influito sull’enorme espansione dell’inglese nel mondo, nel corso degli ultimi secoli, è stato il ruolo assunto da tale lingua sulla scena mondiale, in particolare nell’ambito economico-culturale: l’inglese è uscito dai suoi confini naturali diventando lingua globale, entrando in contatto con nuovi ambienti e diverse lingue e di conseguenza sviluppando nuove varietà che probabilmente diventeranno in futuro nuove lingue autonome. Oggi anche in Cina, contrariamente al passato, non molto lontano, si avverte un forte e diffuso desiderio di imparare l'inglese, soprattutto tra le giovani generazioni, tra le persone istruite e preferibilmente tra coloro che vivono in città o che hanno contatti al di fuori dei confini nazionali e che utilizzano l’inglese come lingua della comunicazione scientifica, economica, finanziaria e tecnologia. L’inglese non è più considerato una minaccia, sia culturale che politica dal governo che ne incentiva l’apprendimento. Questa crescita nel numero di persone che imparano e parlano inglese, parallelamente alla diffusione di tale lingua, favorisce la nascita e l’affermazione di una nuova varietà linguistica che va sempre più differenziandosi dall’inglese originario. La presente ricerca si propone di analizzare tale fenomeno di variazione dell’inglese in Cina, attraverso l’osservazione e la rilevazione di dati riguardanti l'uso e le occorrenze del genitivo sassone e di altre strutture premodificatrici del sostantivo, caratterizzanti questa emergente varietà di lingua inglese, indagando al tempo stesso anche alcune sue fondamentali coordinate socio-linguistiche.
The crucial factor in the development of English over the last few centuries is its role in the world arena. English has been brought into contact with new environments and languages, and, as a result, has developed into new directions and into new varieties. In today’s China there is an astounding desire to learn English, especially among the educated and the people living in cities, and to use it as a means of communication outside the national borders. This growth in the number of people, who learn and speak English, seems to be contributing to a distinctive variety. The present research aims at contributing to this field of study by analyzing the use and occurrences of the Saxon genitive, of-constructions, and other noun modification structures within this emerging variety of English and the framework of its sociolinguistic features.

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Innamorati, Irene <1997&gt. « La Commedia di Dante voltata in latino : profilo socio-culturale e linguistico della versione del vicentino F. Testa ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21380.

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Il proposito sotteso a questo elaborato è approfondire la contingenza socio-culturale e i nuovi presupposti su cui si fonda il già esistente genere letterario delle traduzioni della Commedia, fiorite nel corso dell’Ottocento; specificamente, vagliare i peculiari aspetti linguistici e metodologici di quella effettuata dal vicentino Francesco Testa, veicolata attraverso un opuscolo nuziale.

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Bruijn-van, der Helm Johanna Adriana Maria de. « Merce, moneta e monte : termini commerciali italiani attestati nei testi neerlandesi dei secoli XVI e XVII : un profilo storico-linguistico dell'influsso lessicale italiano sul neerlandese / ». Utrecht : LEd, 1992. http://catalogue.bnf.fr/ark:/12148/cb35737003m.

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Proefschrift--Utrecht--Rijksuniversiteit, 1992.
Mention parallèle de titre ou de responsabilité : Italiaanse handelstermen in zestiende-en zeventiende-eeuwse Nederlandse teksten. Bibliogr. p. 172-184. Index.

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NEFZI, Emna. « Traduzione, analisi, studio filologico-linguistico e storico-culturale del testo “Taṯqīf al-lisān wa talqīḥ al-ğanān” [Emendamento della lingua e fecondazione dello spirito] ». Doctoral thesis, Università degli Studi di Palermo, 2022. https://hdl.handle.net/10447/554918.

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Петрівна, Петращук Олена, et Васюкович Оксана Миколіївна. « Linguistic profile of ground-to-air radiotelephony communication ». Thesis, Національний авіаційний університет, 2014. http://er.nau.edu.ua/handle/NAU/11843.

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Linguistic profile of radiotelephony communication has been studied on the basis of 37 radio telephony exchanges between an air traffic controller and a pilot in non standard situations. Percentage of standard phraseology and plain English used in the exchanges has been calculated.

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Wood, Nicholas. « Cognitive and linguistic profiles of hearing impaired children ». Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020383/.

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Harmse, Tessa. « The Linguistic profile of multilingual learners in English Home Language Classrooms ». Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45936.

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In a democratic South Africa, English has, especially in suburban schools, come to be the preferred medium of instruction despite the majority of South African learners being mother tongue speakers of other languages. As a consequence, South African teachers are preparing lesson content according to a national curriculum which assumes native-like proficiency in English yet many of the learners do not have full mastery of this language. This mismatch between official documentation and actual learner proficiency is problematic for both teacher and learner. This study seeks to describe the actual target audience seated in the so-called English Home Language class and explores the profile of junior secondary school learners whose mother tongue is not English yet they take English Home Language as a school subject. Quantitative data were collected through a survey questionnaire completed by 642 grade 8 and 9 respondents at three suburban schools in Gauteng. Cross tabulations were then used to compare different variables investigated in the questionnaire. Key findings based on the data indicate that respondents – although multilingual - are often more proficient in English than their mother tongue and that the role of the caregiver as initial source of learning English has been underestimated. The significance of the study lies in providing a guideline for language teachers on how to ascertain the linguistic profile of their learners and thus reflectively adapt their teaching to their particular classroom context. The implications for policy may be heeded by the national education authorities as there is a mismatch between the skills of learners and what the policy documents expect learners are capable of doing. Further research could be conducted by drafting a standardised test which determines the linguistic profile in order to align policy documents with classroom reality, and to encourage language teachers to focus on the linguistic strengths and weaknesses of the learners enrolled at schools where English is the medium of instruction.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Humanities Education
MEd
Unrestricted

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Stathopoulou, Nikolitsa. « The linguistic profile of Greek individuals with Down Syndrome : evidence from syntactic and morphological phenomena ». Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502590.

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This thesis aims to contribute to cross-linguistic research in the area of neurodevelopmental disorders by investigating the morphosyntactic abilities of Greek-speaking adolescents with Down Syndrome (henceforth DS). DS is the most common neurodevelopmental disorder and is considered the main genetic cause of mental retardation (Hagerman, 1999). Language development is a special challenge for people with DS since it is regarded to be relatively more impaired that other cognitive functions (Lenneberg, 1967). In addition, some aspects of language are more affected than others, with grammar more severely impaired than lexicon, semantics and pragmatics. The following questions were examined: (1) is the language of Greek-speaking people with DS severely delayed or deviant? (2) Is the language deficit in DS a consequence of a general (non-linguistic) cognitive impairment? (3) Does the language of people with DS exhibit the same clinical markers as other congenital syndromes with different genetic origin (e.g. SLI, WS), or are the impairments of the DS population syndrome-specific? Two groups took part: eight adolescents with DS (mean mental age: 5.9) and sixteen typically developing children whose chronological age was matched with the mental ages of the DS participants. The phenomena under investigation were syntactic binding, relative clauses and wh-questions, and perfective past tense morphology. Findings revealed that the grammatical development in DS was not simply delayed, but that their language performance also deviated from that of typically developing children. Moreover, whilst difficulties were found for the DS participants in all the domains we investigated, the results do not decide as to whether these difficulties are grammar-specific or due to general cognitive impairments. Finally, comparisons with SLI children (Stavrakaki, 2001) revealed syndrome-specific problems between atypical populations with different genetic origin.

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Igel, Megan Elizabeth. « The Cognitive and Linguistic Profile of Children with Autism Spectrum Disorder Who Produce Palm Reversals ». Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami161886325466338.

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Wu, Yi-Chieh. « The linguistic profiles of spelling errors in fourth, fifth, and seventh grade students ». Thesis, The Florida State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3596608.

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The purpose of this study was to investigate the use of linguistic knowledge in spelling by analyzing spelling errors made by 220 students in the fourth, fifth, and seventh grades. A 25-word researcher-designed spelling test with considerations of word frequency, word familiarity, and word type (based on morphological complexity) was administered. An error coding system was established based on the Triple Word Form theory. Each misspelling was coded based on its linguistic features and scored cumulatively in 3 categories: Phonological Representation, Orthographic Legality, and Morphological Legality. The error coding system revealed the linguistic profiles of misspellings and allowed the comparisons among subgroups matched on grades, reading, and spelling ability levels.

The results of profile analyses supported the Overlapping Waves Model, which advocates that spellers use their phonological, orthographic, and morphological knowledge in spelling simultaneously regardless of age, reading, or spelling levels. On the other hand, the study did not find evidence supporting the stage-specific theory, which defines each stage by observations of the consistent use of one strategy in spelling. The linguistic profiles revealed the competition between Phonological Representation and Orthographic Legality, which provided little evidence supporting the specific phonological deficit hypothesis. On the contrary, the researcher found that the key to becoming an average speller is to be able to effectively apply sufficient phonological knowledge in spelling. For students with poor reading ability, they do not just suffer from limited phonological knowledge but also from the lack of other linguistic knowledge. For any two students with average reading ability, it is the one who can apply sufficient phonological knowledge that benefit in spelling and perform at the level that matches his or her reading ability. Educational implications are discussed.

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Lima, Maria Viviane Matos de. « O sagrado e o profano nos fraseologismos do portuguÃs do Brasil ». Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20181.

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RESUMEN Este trabajo propone el levantantamiento, en portuguÃs hablado en Brasil, de fraseologismos que apresenten relaciÃn con el campo semÃntico del sagrado y profano. Intenciona ser Ãtil para los distintos perfiles de investigadores y estudiantes que tengan interÃs por el tema, como tradutÃlogos, lexicÃgrafos, profesores o estudiantes de portuguÃs como lengua primera o extranjera. En relaciÃn al Referencial TeÃrico adoptado, utilizamos principalmente las investigaciones referentes al lÃxico e, sobretodo, los estudios que establecen relaciones con la Fraseologia. Por conseguiente, algunos investigadores del Ãrea nos brindaron con sus contribuciones teÃricas, como: Biderman (1996), Barbosa (2009) e GuillÃn DÃaz (2003), que contribuyeron con las custiones que involucran lÃxico y cultura; Galisson (1987), con contribuciones sobre Carga Cultural Compartilhada. En relaciÃn a los estudios fraseolÃgicos, tuvimos por base los expertos del area: Monteiro-Plantin (2014), Alvarez (2009, 2011, 2012), Fiala (1988), Tagnin (2005, 2011), Corpas Pastor (1997), Crida Alvarez (2012), Pamies-Bertran (2012). TambiÃn fue de indispensable importÃncia las referencias sobre cuestiones del sagrado y profano, que foram basadas principalmente en las obras de Eliade (1992) y Durkheim (1996). AdemÃs, ponemos em relieve algunas consideraciones acerca de la enseÃanza del portuguÃs como lengua extranjera (PLE) e sobre la formaciÃn de la sociedade brasileÃa. Por lo tanto, nos basamos en la contribuciones de los investigadores Almeida Filho (2005, 2011) y Ribeiro (1995), respectivamente. El repertorio levantado a lo largo del proceso de formaciÃn de datos fue validado a partir de la utilizaciÃn de la base de datos que forma parte del proyecto Corpus Brasileiro, que maneja un corpus de casi un billÃn de palabras del portuguÃs brasileÃo. El proyecto forma parte del Centro de Pesquisas, Recursos e InformaÃÃo de Linguagem (CEPRIL), Programa de PÃs-GraduaÃÃo em LinguÃstica Aplicada (LAEL) da PUCSP, com apoyo de la FAPESP. AdemÃs de la validaciÃn, las expresiones fueron clasificadas de acuerdo con la literatura pertinente a los estudios fraseolÃgicos.
Este trabalho propÃe o levantamento de fraseologismos do portuguÃs falado no Brasil que apresentem relaÃÃo com o campo semÃntico do sagrado e do profano, com vista a categorizar semanticamente e classificar fraseologicamente as unidades levantadas, segundo a literatura pertinente aos estudos fraseolÃgicos. Pretende ser Ãtil para os diferentes perfis de pesquisadores e estudantes que tenham interesse pelo tema, como tradutÃlogos/tradutores, lexicÃgrafos, professores ou estudantes de portuguÃs como lÃngua materna ou estrangeira. Quanto ao Referencial TeÃrico adotado, esteve pautado principalmente nos estudos referentes ao lÃxico e, em especial, nos estudos que concernem Ã Fraseologia. Para tanto, nos valemos das contribuiÃÃes de pesquisadores da Ãrea, como: Biderman (1996), Barbosa (2009) e GuillÃn DÃaz (2003), que contribuÃram com as questÃes que envolvem lÃxico e cultura, com especial atenÃÃo para o conceito de lexicocultura; Galisson (1987), com as contribuiÃÃes sobre Carga Cultural Compartilhada. Em relaÃÃo aos estudos fraseolÃgicos, nos valemos dos seguintes pesquisadores: Monteiro-Plantin (2014),Alvarez (2009, 2011, 2012), Fiala (1988), Tagnin (2005, 2011), Corpas Pastor (1997), Crida Alvarez (2012), Pamies-Bertran (2012). TambÃm foi de indispensÃvel relevÃncia as referÃncias sobre as questÃes do sagrado e do profano, que foram embasadas principalmente nas obras de Eliade (1992) e Durkheim (1996). AlÃm disso, levantamos algumas consideraÃÃes sobre o ensino de portuguÃs como lÃngua estrangeira (PLE) e sobre a formaÃÃo e miscigenaÃÃo do povo brasileiro, em que nos pautamos nas contribuiÃÃes dos pesquisadores Almeida Filho (2005, 2011) e Ribeiro (1995), respectivamente. O repertÃrio levantado durante o processo de formaÃÃo dos dados foi submetido Ã validaÃÃo a partir da utilizaÃÃo da base de dados fornecida pelo projeto Corpus Brasileiro, que trabalha com um corpus de quase um bilhÃo de palavras do portuguÃs do Brasil. O projeto estÃ sediado no Centro de Pesquisas, Recursos e InformaÃÃo de Linguagem (CEPRIL), Programa de PÃs-GraduaÃÃo em LinguÃstica Aplicada (LAEL) da PUCSP, com apoio da FundaÃÃo de Apoio Ã Pesquisa do Estadode SÃo Paulo (FAPESP).

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Kremmel, Benjamin. « Development and initial validation of a diagnostic computer-adaptive profiler of vocabulary knowledge ». Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49085/.

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Vocabulary knowledge is key to the successful use of any language skill (Nation & Webb, 2011) and learning to map a particular meaning to an L2 form for a great number of words is therefore crucial for learners of a foreign language. Vocabulary assessments can play a facilitating role in this learning process, which is why there is now an abundance of assessment tools to measure lexical knowledge. However, few of these tests have undergone sophisticated validation, even after their release into the public domain. Although vocabulary tests are used in numerous pedagogical and research settings, there has been “relatively little progress in the development of new vocabulary tests” (Webb & Sasao, 2013, p. 263). Instead, conventionalized traditions are being reiterated without questioning them. This PhD project has set out to address this gap of an innovative measure of vocabulary knowledge by developing a new diagnostic computer-adaptive measure of form-meaning link knowledge: The Vocabulary Knowledge Profiler. The present test development project started from scratch by questioning the underlying assumptions and trying to make design decisions based not only on theoretical considerations but empirical evidence. In a series of studies, three major weaknesses of existing vocabulary tests were problematized: (1) selection of item formats, (2) sampling in terms of unit of counting, frequency bands and representativeness, and (3) the general lack of validation evidence and validation models. These issues were explored across four studies in this thesis to design a novel instrument and gather initial validation evidence for it along the way. The first set of studies presented in this thesis investigated the usefulness and informativeness of different item formats for vocabulary tests and found in a comparison of four different formats that all formats show considerable error in measurement but the MC format may be the most useful because of its systematicity in overestimating scores. The second set of studies found support for the adoption of the lemma as an appropriate counting unit and for a new approach to frequency banding that takes into account the relative importance of frequency bands in terms of the coverage they provide. Based on these foundation studies, test specifications were drawn up and an item bank was created, which was subjected to a large scale trial to admit functioning items to an item pool for creating a computer-adaptive test. A study was conducted to compare two different computer-adaptive algorithms for implementation in the test design, suggesting that a “floor first” design would generate more consistent and representative score profiles. For initial validation evidence, a final study was then conducted to relate scores from the finished test to that of a reading comprehension measure. The findings of the studies presented throughout the thesis are then synthesized to produce an initial version of a validation argument in the structure of Bachman and Palmer’s (2010) Assessment Use Argument to outline both the necessary areas for further research before the launch of the test as well as the collected validation evidence to date that builds a tentative argument that the Vocabulary Knowledge Profiler and of the diagnostic decisions that are made based on its results and use are beneficial to English as a foreign language (EFL) learners and EFL teachers for classroom learning and teaching.

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Chong, De La Cruz Isis Arlen. « The role of language profiles in complex driving environments ». Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10007414.

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Bilinguals have been found to outperform monolinguals across a variety of cognitive tasks (e.g., Bialystok, Craik, & Luk, 2008). Research regarding the generalizability of the bilingual advantage in driving, however, has not been conclusive (Chong & Strybel, 2015; Telner, Wiesenthal, Bialystok, & York, 2008). This study aimed to investigate differences in monolingual and bilingual performance in a simulated driving task. The Lane Change Test (LCT) was used to assess driving performance in the presence of a peripheral detection task (PDT), delayed digit recall task (2-back task), and visuospatial task (clock task). Results demonstrated that both monolinguals and bilinguals performed equally across all tasks. Completing a cognitive task, however, was found to be detrimental to both driving and the detection of peripheral stimuli. Given the controversial nature of the bilingual advantage, possible explanations for the null results obtained for the two language profiles are discussed.

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Zhao, Xiao. « Constructing linguistic identity and interpreting : a case study of SL interpreting on Chinese television for high-profile political conferences ». Thesis, Heriot-Watt University, 2015. http://hdl.handle.net/10399/2906.

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This study examines the broader social and political implications of sign language interpreting as a social phenomenon in China by investigating – via analysis of news reports and semi-structured interviews with Deaf Chinese people and interpreters – stakeholders’ discourses arising from the presence of sign language interpreting on television for major Chinese political conferences in 2012. Adopting a social constructionist perspective, the analysis draws from media studies, translation studies, sociology, and Deaf studies, with particular attention to the ways in which aspects of interpreting provision are described and valorised. The results show that the interpreting was framed differently, primarily in terms of its quality and social and political value, by the media and by the signing community. Close analysis suggests that the existing construction of deafness primarily as a disability influences the delivery of sign language interpreting in what the target service-users report to be a semi-intelligible form. In the current Chinese social and cultural context, however, such a service is nevertheless prized by signers; they argue that it can provide a learning opportunity for the dominant hearing society, and creates a discursive space for the linguistic and cultural dimensions of Deaf identity to emerge.

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Pires, Thiago Blanch. « The construal of bishop's ideational profile in flores raras e banalíssimas and rare and commonplace flowers ». reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/92339.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009.
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This study carried out at the interface of SFL/Translation/corpus-based methodologies investigates the Ideational profile of Elizabeth Bishop in two texts in translation relationship: Flores Raras e Banalíssimas (Oliveira, 1995) e Rare and Commonplace Flowers (trans. Besner, 2002). Its objective is to examine, by means of the categories of the Transitivity System in its experiential component, the Participant =Bishop' and the Processes in which they are inscribed. The pattern of use of the lexical item 'Bishop' is analyzed with a view to observing what kind of Participant is realized by the lexical items related to it and how this Participant can be associated with representations of the American poet both in the textualization (Brazilian Portuguese text) and retextualization (North-American text). The methods for such an investigation were divided into: (i) corpus design, building and processing assisted by WordSmith Tools' suite of programs (Scott, 1999) and (ii) manual corpus analysis complementing automated analysis drawing on the grammar of Processes and Participants. Although results collected from the quantitative analysis show similarities of transitivity patterns in both texts (Bishop is construed as an active Participant involved in Material Processes (43%)), new language configurations emerge in the qualitative analysis. In 10 cases, the Participant Bishop is textualized as Senser and retextualized as Carrier. Such choices of Bishop being a Carrier Participant in the North-American text construes a representation associated with Relational Processes of being, construing a passive Participant in the target context.

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Booth, Paul. « The interplay between lexis and learning : a study of second language vocabulary profiles and learning style ». Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/20275/.

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This study examines the relationship between second language vocabulary and learning in terms of productive vocabulary and learning style. Overall, second language learners tend to follow a predictable pattern when they acquire vocabulary. More common words are acquired before less frequent ones. However, individuals display idiosyncratic paths in lexical development. In this study learning style is examined in order to understand whether lexical developmental patterns can be associated with particular learning strengths and weaknesses. The central argument put forward in this thesis is that learning style can help to understand how L2 learners differ in their acquisition of lexis for productive use. Learners were tested for a pre-disposition towards memory or analysis in learning style and their vocabulary was measured via written texts for lexical rarity and the extent to which learners avoid repetition (diversity). The main findings show that at low proficiency memory correlates with lexical rarity, but at higher proficiency and greater analysis there is less variability of function words. Lexical diversity, which is influenced by sentence structure, is more stable with learners who are strong in language analysis. Over time, analytical learners tended to gain rarer words. Individual lexical trajectories over several points in time highlight the variability and stability of lexical profiles in relation to memory and analysis. Task topic influences lexical rarity whereas diversity is relatively independent. There was no direct relationship found between holistic quality ratings of texts and quantitative measures of lexical frequency or diversity; however, the results suggest an indirect relationship with language analysis. The discussion of the results brings to light the heterogeneous nature of L2 lexis and how this interacts with learning style. The results also lend support to a Dynamic Systems Theory of SLA (de Bot et al, 2007); in particular, how variability is a developmental phenomenon which helps us to understand how lexis is assembled in response to local task conditions in real time. The pedagogical implications of these findings are also discussed and recommendations are made to help learners notice and restructure their language.

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Baquião, Rubens César. « Estabilizações e mudanças na composição semiótica da imagem de Cristo : o cruzamento entre sagrado e profano / ». Araraquara, 2014. http://hdl.handle.net/11449/115817.

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Orientador: Renata Coelho Marchezan
Banca: Arnaldo Cortina
Banca: Lucia Teixeira de Siqueira e Oliveira
Banca: Ivã Carlos Lopes
Banca: Jean C. Portela
Resumo: Esta tese analisa as imagens de Cristo, selecionadas ao longo da história, para mostrar, por meio da semiótica francesa, como os esquemas narrativos, os temas e as figuras que compõem essa imagem modificam-se de acordo com a cultura que a produz. Nas representações contemporâneas de Cristo, a oposição entre os conceitos de sagrado e profano atenua-se enquanto evolui uma estética da imagem de Cristo em que sagrado e profano estão integrados. Entende-se que a figura de Cristo, no decorrer da história, recobre diversas axiologias não relacionadas apenas ao discurso religioso. A fundamentação teórica da tese é a chamada semiótica greimasiana, principalmente os trabalhos desenvolvidos por semioticistas como J. Fontanille, C. Zilberberg e J. M. Floch. A sintaxe discursiva que estrutura as representações da figura de Cristo constitui um encadeamento de atos que conjuga a dimensão da intensidade (o sensível, o afetivo) e a dimensão da extensidade (o inteligível, o compreensível). Os textos selecionados são mosaicos romanos, pinturas, ilustrações, propagandas publicitárias e fotografias artísticas que apresentam rupturas plásticas e conceituais na representação de Cristo no decorrer da história. A semiótica discursiva, neste trabalho, aprofunda-se nos conceitos fenomenológicos de corpo e percepção para analisar as transformações culturais em discursos produzidos em períodos históricos diferentes e em culturas distintas
Abstract: This thesis aims to analyze images of Christ, selected from several different times, to demonstrate, through the use of french semiotics, how the concepts of sacred and profane in this image are modified, according to the culture that produces the discourse. In the contemporary representations of Christ, the opposition between the concepts of sacred and profane is attenuated. There's an esthetic evolution of the christian image with the mixture between sacred and profane. We understand that the figure of Christ, in the course of history, involves differents axiologies and this figure is not only in relationship with the religious discourse. The theoretical basis of the thesis is the greimasian semiotics, especially the work by semioticians as J. Fontanille, C. Zilberberg and J. M. Floch. The discoursive syntax that organizes the representations of Christ is an assemblage of acts that conjugates the dimension of intensity (the sensibility, the affectivity) and the dimension of extensity (the intelligible, the comprehensible). The texts selected are roman mosaics, paintings, illustrations, photos and publicitary texts that presents plastic and conceptual ruptures in the representation of Christ throughout history. The discoursive semiotic investigates the phenomenologic concepts of body and perception to analizes the cultural transformations in discourses produced in different historical periods and in distinct cultures
Doutor

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Pilar, Jandira Aquino. « Ser mulher : o sujeito do desejo na fronteira entre o sagrado e o profano ». Universidade Catolica de Pelotas, 2013. http://tede.ucpel.edu.br:8080/jspui/handle/tede/347.

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This thesis presents research on the discursive gender representation of nuns and prostitutes . The study, which placed in the dialogue of French Discourse Analysis (DA) and Women's Studies, problematizes the essentializing notion of female identity in the space of the sacred and the profane and approach about the view of subjectivity. The intention was, about the assumptions of AD, identify knowledge and demands that are nuns and face prostitutes the processes of interpellation-identification in a historical moment in which social conditions intent the subjective condition. To conduct the survey, consisted of a file statements with the answers given by the women of the two groups to the question "What is a woman?". File, were cut SDRs (discursive reference sequences), which were analyzed about the category of subject position . With the analysis of SDRs, it was found that nuns and prostitutes identify with the prevailing ideology but also to identify against occupying positions subject heterogeneous and divergent. From these subject-positions, it was possible not only to discuss gender relations experienced by the nuns and prostitutes but also to list the similarities and differences between the two groups of women and similarities and differences among women of the same group. Given these results, we conclude that the nuns and prostitutes resignify "to be woman" in their discursive spaces
Esta tese apresenta a pesquisa sobre a representação discursiva de gênero de freiras e de prostitutas. O estudo, que colocou em diálogo a Análise de Discurso francesa (AD) e os Estudos Feministas, problematiza a noção essencializadora de identidade feminina no espaço sagrado e no profano e a aborda sob o viés da subjetividade. A intenção foi, sob os pressupostos da AD, identificar saberes e demandas que constituem freiras e prostitutas face aos processos de interpelação-identificação em um momento histórico em que as condições sociais tensionam a condição subjetiva. Para a realização da pesquisa, foi constituído um arquivo de falas com as respostas dadas pelas mulheres dos dois grupos à pergunta O que é ser mulher? . Do arquivo, foram recortadas SDRs (sequências discursivas de referência), as quais foram analisadas sob a categoria de posição-sujeito. Com as análises das SDRs, verificou-se que freiras e prostitutas identificam-se com a ideologia vigente, mas também se contraidentificam, ocupando posições-sujeito heterogêneas e divergentes. A partir dessas posições-sujeito, foi possível não apenas discutir as relações de gênero vivenciadas pelas freiras e pelas prostitutas mas também elencar semelhanças e diferenças entre as mulheres dos dois grupos e semelhanças e diferenças entre as mulheres do mesmo grupo. Diante desses resultados, é possível concluir que freiras e prostitutas ressignificam o ser mulher nos seus espaços discursivos

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Almeida, Maria Cecilia Pimentel de Castro Pinto. « Manuel Bandeira entre o sagrado e o profano ». Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/6269.

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This work is about recurrent themes in Manuel Bandeira s poetry such as tuberculosis, childhood and religiosity. In three chapters, each of them concerned with the subjects previously mentioned, we tried to study Bandeira s lyrical poetry not only under MirceaEliade theories, but also from some thoughts collected from Aristóteles, MassaudMoisés, Alfredo Bossi, Affonso Romano de Sant Anna, Victor Manuel de Aguiar e Silva whose texts would evoke a better understanding of the poetry of the author of Libertinagem . The first chapter is about Manuel Bandeira s poetry as a kind of cosmogony process through which the lyrical self tries to neutralize the consequences of a bad destiny which had transformed his life on a true chaos; in the second chapter we tried to verify to what extent the poems about childhood highly charged by escape feelings tried to reconstruct, through the sortilege of language, a mythological and paradisiacal territory to neutralize the effects of reality that oppressed him so much. It is worth mentioning that the valuable poems about childhood provided us with other important considerations. In the last chapter, the main focus was on the erotic bias of Bandeira s religious poetry and on the way the lyrical self desecrates the sacred at the same time it makes the profane sacred by giving an erotic touch to the saints like in the poem Balada de Santa Maria Egipcíaca , or by sacralizing humble and anonymous human beings who seems to be accomplishing a true via crucis on earth.
O presente trabalho trata a respeito de temas recorrentes na poesia de Manuel Bandeira: a tuberculose, a infância e a religiosidade. Em três capítulos, cada um deles dedicado aos temas acima referidos, procurou-se estudar a lírica bandeiriana não só à luz das teorias de Mircea Eliade, como também a partir de alguns ensinamentos colhidos de Aristóteles, Massaud Moisés, Alfredo Bossi, Affonso Romano de Sant Anna, Victor Manuel de Aguiar e Silva... cujos textos pudessem suscitar uma melhor compreensão da poesia do autor de Libertinagem . O primeiro capítulo trata da poesia de Manuel Bandeira como uma espécie de procedimento cosmogônico através do qual o eu lírico tenta neutralizar as consequências do mau destino , que convertera a sua vida num verdadeiro caos; já no segundo capítulo, procurou-se constatar até que ponto os poemas sobre a infância, perpassados por um sentimento de fuga, de evasão, buscaram reconstituir, por meio do sortilégio da linguagem, um território paradisíaco, mitológico, para neutralizar os efeitos da realidade que tanto o oprimia. Vale observar ainda que, ricos, bastante ricos, os poemas sobre a infância propiciaram à autora desse trabalho outras considerações que não só as expostas acima; no último capítulo, o principal enfoque incidiu no viés erótico da poesia religiosa de Bandeira, e no modo como o eu lírico dessacraliza o sagrado na mesma proporção com que sacraliza o profano ora emprestando um toque de erotismo às santas, como no poema Balada de Santa Maria Egipcíaca , ora alçando à esfera do sagrado os seres humildes, anônimos, que parecem cumprir uma verdadeira via-crucis sobre a terra.

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Zamagni, Tommaso. « Sospesi nel linguaggio Scrivere e parlare matematica in V Liceo ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016.

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Questo lavoro nasce dal desiderio di approfondire i fondamenti del linguaggio della matematica, osservandone gli usi ed analizzandone gli scopi dal punto di vista didattico e non solo. Il linguaggio è il mezzo su cui si costruiscono i pensieri o semplicemente lo strumento coi quali si comunica il sapere? Il linguaggio è uno strumento della pratica matematica o è la matematica ad essere un linguaggio? Se lo è, che caratteristiche ha? Queste sono le domande che hanno accompagnato la stesura dei primi capitoli di questa tesi, in cui si approfondisce il tema del linguaggio della matematica da un punto di vista epistemologico, tecnico e didattico, a partire dai riferimenti teorici e dalle ricerche sul campo curate da Bruno D’Amore e Pier Luigi Ferrari. Nella seconda parte si presentano i risultati e le osservazioni della sperimentazione condotta nella classe 5a As del Liceo Scientifico “A. Righi” di Cesena. L’indagine di tipo qualitativo sui protocolli degli studenti ha permesso di definire le modalità d’uso del linguaggio da parte degli stessi al termine del percorso scolastico, di mostrare alcuni possibili legami tra le competenze linguistiche e quelle matematiche e di delineare una classificazione di tre profili di allievi relativamente al loro modo di scrivere e parlare di matematica. La tesi ha favorito uno sguardo trasversale verso la matematica in cui il linguaggio offre una fruttuosa possibilità di incontro tra prospettive opposte nel guardare la scienza e l’uomo. Questo apre alla possibilità di costruire una didattica che non sia la mera somma di conoscenze o la divisione di settori disciplinari, ma il prodotto di elementi che armoniosamente costruiscono il pensiero dell’uomo.

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Baquião, Rubens César [UNESP]. « Estabilizações e mudanças na composição semiótica da imagem de Cristo : o cruzamento entre sagrado e profano ». Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/115817.

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Esta tese analisa as imagens de Cristo, selecionadas ao longo da história, para mostrar, por meio da semiótica francesa, como os esquemas narrativos, os temas e as figuras que compõem essa imagem modificam-se de acordo com a cultura que a produz. Nas representações contemporâneas de Cristo, a oposição entre os conceitos de sagrado e profano atenua-se enquanto evolui uma estética da imagem de Cristo em que sagrado e profano estão integrados. Entende-se que a figura de Cristo, no decorrer da história, recobre diversas axiologias não relacionadas apenas ao discurso religioso. A fundamentação teórica da tese é a chamada semiótica greimasiana, principalmente os trabalhos desenvolvidos por semioticistas como J. Fontanille, C. Zilberberg e J. M. Floch. A sintaxe discursiva que estrutura as representações da figura de Cristo constitui um encadeamento de atos que conjuga a dimensão da intensidade (o sensível, o afetivo) e a dimensão da extensidade (o inteligível, o compreensível). Os textos selecionados são mosaicos romanos, pinturas, ilustrações, propagandas publicitárias e fotografias artísticas que apresentam rupturas plásticas e conceituais na representação de Cristo no decorrer da história. A semiótica discursiva, neste trabalho, aprofunda-se nos conceitos fenomenológicos de corpo e percepção para analisar as transformações culturais em discursos produzidos em períodos históricos diferentes e em culturas distintas
This thesis aims to analyze images of Christ, selected from several different times, to demonstrate, through the use of french semiotics, how the concepts of sacred and profane in this image are modified, according to the culture that produces the discourse. In the contemporary representations of Christ, the opposition between the concepts of sacred and profane is attenuated. There’s an esthetic evolution of the christian image with the mixture between sacred and profane. We understand that the figure of Christ, in the course of history, involves differents axiologies and this figure is not only in relationship with the religious discourse. The theoretical basis of the thesis is the greimasian semiotics, especially the work by semioticians as J. Fontanille, C. Zilberberg and J. M. Floch. The discoursive syntax that organizes the representations of Christ is an assemblage of acts that conjugates the dimension of intensity (the sensibility, the affectivity) and the dimension of extensity (the intelligible, the comprehensible). The texts selected are roman mosaics, paintings, illustrations, photos and publicitary texts that presents plastic and conceptual ruptures in the representation of Christ throughout history. The discoursive semiotic investigates the phenomenologic concepts of body and perception to analizes the cultural transformations in discourses produced in different historical periods and in distinct cultures

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Rhodes, Katherine T. « Language Profile and Performances on Math Assessments for Children with Mild Intellectual Disabilities ». Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/98.

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It has been assumed that mathematics testing indicates the development of mathematics concepts, but the linguistic demands of assessment have not been evaluated, especially for children with mild intellectual disabilities. 244 children (grades 2 – 5) were recruited from a larger reading intervention study. Using a multilevel longitudinal SEM model, baseline and post-intervention time points were examined for the contribution of item linguistic complexity, child language skills, and their potential interaction in predicting item level mathematics assessment performance. Item linguistic complexity was an important, stable, and negative predictor of mathematics achievement with children’s language skills significantly and positively predicting mathematics achievement. The interaction between item linguistic complexity and language skills was significant though not stable across time. Following intervention, children with higher language skills performed better on linguistically complex mathematics items. Mathematics achievement may be related to an interaction between children’s language skills and the linguistic demands of the tests themselves.

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CABONI, PAOLO. « Engaños y desengaños del profano amor di Joseph Zatrilla y Vico. Edizione e studio ». Doctoral thesis, Università degli Studi di Cagliari, 2017. http://hdl.handle.net/11584/249642.

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The last decades of the Seventeenth century represent a world still largely to be investigated for the Hispanic-Sardinian literary studies. The aim of this dissertation is to give a contribution to a better understanding of what has often been considered an era of cultural decadence, a degenerate extension of the so-called Golden Centuries in the field of Spanish literary studies. This work is composed by two parts: a new edition of Engaños y desengaños del profano amor by Joseph Zatrilla y Vico (Naples, 1687-1688), and an introductory study which starts from the author’s biography to frame the story of this Sardinian count in his historical context. The other chapters of the introduction analyse literary aspects of the work, such as the paratext – which contains indications about Zatrilla’s poetics –, the unusual narrative structure of the ‘novel’ in comparison to its contemporary production, the recurrent use of quotes that makes Engaños y desengaños del profano amor close to treatises, and lastly, the presence of five academies in the second volume of the work.

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Soares, Fernanda Freitas. « Do sagrado e do profano : uma abordagem dialógica do fenômeno irônico em Nélida Pinôn ». Universidade Federal de Uberlândia, 2006. https://repositorio.ufu.br/handle/123456789/15426.

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This research work is a product of my theoretical reflections on the role of irony as an intertextual, interdiscoursive resource, and as a mechanism productive of meaning in the discourse. In order to investigate the ironical phenomenon, I used as literary corpus the short story O Jardim das Oliveiras (The garden of olive trees), from the Brazilian author Nélida Piñon. This research is affiliated to a project of MA dissertation in Linguistics and Applied Linguistics, in the research line called Text and Discourse, which is based on the French line of Discourse Analysis (DA) and on the theoretical postulates of the Bakhtinian Circle of dialogical studies. I use these two bases as a support to distinguish irony as a confluence of voices as well as a specific form of interdiscourse. I also take it as a category of structural and argumentative character of discourse. In O Jardim das Oliveiras, the author makes use of irony as a tool for dessacralizing and subverting discourses. She explicitly criticizes the political discourse the dictatorship in Brazil, in the 1960-1969 decade of the 20th Century; and, implicitly, abusing of the deepest characteristic of irony, ambiguity, she subverts the values of the religious-sacred discourse. Thus, irony is used as a discourse-dessacralizing procedure. It is due to this aspect that irony mobilizes different voices in the text, which settle the polyphony.
Este trabalho de pesquisa é fruto de minhas reflexões teóricas sobre o papel da ironia como recurso intertextual, interdiscursivo e como mecanismo produtor de sentido no discurso. Para a investigação do fenômeno irônico utilizei como corpus literário o conto O jardim das oliveiras, da autora brasileira Nélida Pinõn. Esta pesquisa associa-se a um projeto de dissertação do Mestrado em Lingüística e Lingüística Aplicada, dentro da linha de pesquisa intitulada Texto e Discurso, que embasa nas teorias da linha francesa de Análise do Discurso (AD) e nos postulados teóricos do Círculo bakhtiniano de estudos dialógicos. Amparo-me nestas duas bases para distinguir a ironia como confluência de vozes e como forma particular de interdiscurso. Ainda a tomo como categoria de caráter estutural e argumentativo do discurso. Em O jardim das oliveiras, a autora utiliza-se da ferramenta ironia para dessacralizar e subverter discursos. Explicitamente critica o discurso político ditadura no Brasil, na década de 60 do século XX e, implicitamente, abusando da maior característica da ironia, a ambigüidade, subverte os valores do discurso religioso - sagrado. Assim, a ironia é usada como procedimento dessacralizador de discursos. Deve-se a isso, o fato de a ironia mobilizar diferentes vozes no texto, as quais instauram a polifonia.
Mestre em Lingüística

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Sarmento, Maria Edileuda do Rego. « Exame de profici?ncia em l?ngua inglesa : an?lise da compreens?o e da avalia??o responsiva ativa ». PROGRAMA DE P?S-GRADUA??O EM ESTUDOS DA LINGUAGEM, 2016. https://repositorio.ufrn.br/jspui/handle/123456789/21780.

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Esta pesquisa se prop?e a analisar alguns Exames de Profici?ncia (EPs) em L?ngua Inglesa (LI), na Universidade Federal do Rio Grande do Norte (UFRN), no que concerne ?s suas quest?es e respostas. Para tanto, nos ancoramos na perspectiva bakhtiniana, tendo como base as concep??es sobre o enunciado concreto, as rela??es dial?gicas e a compreens?o responsiva ativa. Inserida no campo da Lingu?stica Aplicada (LA), ela contempla as ?reas de CI?NCIAS AGR?RIAS (CA); CI?NCIAS EXATAS E DA TERRA (CET); CI?NCIAS BIOL?GICAS (CB); CI?NCIAS HUMANAS E SOCIAIS (CH); CI?NCIAS DA SA?DE (CS) E ENGENHARIAS (ENG), num total de 30 provas. Esses exames visam avaliar a capacidade de compreens?o e tradu??o de fragmentos textuais. Para tanto, buscamos identificar o entendimento das quest?es desse exame, aplicadas a textos, quanto ?s respostas dos candidatos; problematizar a constru??o dos enunciados dos EPs em LI no que concerne a propiciar a responsividade; analisar se o direcionamento da pergunta orienta ou determina a responsividade; averiguar se h? marcadores lingu?stico/discursivos que demonstrem responsividade por parte dos candidatos. Metodologicamente, a pesquisa em foco ? de cunho qualitativo, interpretativista, de car?ter s?cio-hist?rico, haja vista a gera??o dos dados e a sistematiza??o da an?lise. Adotamos como aporte te?rico para as discuss?es e a an?lise os estudos de Bakhtin/Volochinov (2006); Faraco (2009); Bakhtin (2011; 2013) dentre outros. Destacamos, por seu car?ter qualitativo, procedimentos de an?lise do corpus (por meio das provas), conforme Martins (2004), Denzin e Lincoln 2006), Flick (2009) Rom?o (2011); na abordagem hist?rico-cultural, Rojo (2006), Freitas (2010); na vis?o de Lingu?stica Aplicada e interpretativista, Moita-Lopes (1994). Conclu?mos que houve respostas satisfat?rias ? an?lise, haja vista que, ao se posicionar perante um questionamento, o candidato, mesmo sem o conhecimento exato das teorias, est? nelas incurso. Esperamos que este trabalho possa oferecer subs?dios para uma reformula??o da proposta em vigor do referido exame, de forma a contribuir para sua poss?vel reformula??o, tendo em vista a constru??o da responsividade por parte do candidato.
This research aims to analyze some Proficiency Tests (PTs) in English Language (EL) at the Universidade Federal Rio Grande do Norte (UFRN), with respect to its questions and answers. To this end, we based on Bakhtin?s perspective, anchored on the concepts of the concrete utterance, the dialogical relations and active responsive understanding. It is inserted in the field of Applied Linguistics (AL) and covers areas, such as AGRICULTURAL SCIENCES; EXACT AND EARTH SCIENCES; BIOLOGICAL SCIENCES; HUMANITIES AND SOCIAL; HEALTH SCIENCES AND ENGINEERING, a total of 30 tests. These tests aim to assess the ability of understanding and translation of textual fragments. Therefore it sought to identify the understanding of the issues that test applied to texts, for the answers of the candidates; problematize the utterance construction of PTs in EL with respect to providing responsiveness; analyze whether the instructions of the question has guided or determined responsiveness; verify whether there is linguistic/discourse markers that demonstrate responsiveness by candidates. Methodologically, the research focus is qualitative and interpretive approach, in socio-historical nature, due to the generation of data and systematic analysis. We adopted as theoretical framework for the discussion and analysis studies by Bakhtin/Voloshinov (2006); Faraco (2009); Bakhtin (2011, 2013) among others. We emphasize, by its qualitative nature, corpus analysis procedures (through the tests), as Martin (2004), Denzin and Lincoln (2006), Flick (2009) Rom?o (2011); the historical-cultural approach, Rojo (2006), Freitas (2010); in Applied Linguistics vision and interpretive, Moita-Lopes (1994). We conclude that there were relevant answers to the analysis, given that, by positioning themselves before questioning the candidates, even without exact knowledge of the theories is convicted them. We hope that this work can provide insight to a proposal from the reformulation into that test, in order to contribute to its possible overhaul, with a view to building responsiveness by the candidate.

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Hill, Christopher. « Defining Britain's Most Appealing Voice : An Accent Profile of Sir Sean Connery ». Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6662.

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The aim of this paper is to explore the features that combine to make up the distinctive accent of the actor Sir Sean Connery. This study outlines the subject’s basic vowel system and compares it to data collected on the vowel systems of Received Pronunciation (RP) and Scottish Standard English (SSE) from previous research (Stuart-Smith 1999, Hawkins & Midgely 2005, Fisk 2006). Furthermore, this essay examines the degree to which other elements associated with SSE are present in the subject’s accent. These features include the Scottish Vowel Lengthening Rule (SVLR), the presence of dark /l/, rhoticity and T-glottalling. It is hypothesised that the subject speaks a modified variety of SSE yet retains the aforementioned qualities typically associated with SSE.

The speech analysis software programs Wavesurfer (version 1.4.7.) and Praat (version 4.4.33.) were used to analyse sections of sound taken from a speech given by the subject at an awards ceremony. Instrumental analysis of this nature was deemed appropriate in order to establish a high degree of objectivity in this study. Of the wide range of recorded material available the subject’s acceptance speech was judged most suitable for analysis. This is a passage of spontaneous speech as opposed to a movie script, where the subject talks of his background and career.

Having analysed the subject’s accent in this way, certain sociolinguistic implications can be drawn. The results suggest that Sir Sean Connery does indeed speak a variety of SSE however rather surprisingly the subject’s accent appears quite typical of his Edinburgh origins. The vowel system not only identifies the subject as an SSE speaker but also indicates traces of his working-class background e.g., the frontal quality to Connery’s realisation of /u/ and his low /I/ are typical of a working-class SSE speaker. Moreover, the general low quality found in Connery’s basic vowel system can be interpreted as revealing a little of his working-class origins.

Evidence of the other features associated with SSE was also found in the subject’s accent. Durational evidence indicates (albeit tentatively at this stage) that the SVLR operates within his accent while dark /l/ and t-glottalling were also observed.

While it is also apparent that Connery speaks a rhotic variety of English it is the nature and variety of his /r/ production that is most interesting. The subject appears to produce a retroflex realisation of /r/ which affects other consonants in its environment. This /r/ may be indicative of an earlier Irish influence over Connery’s accent.

It should be stated that due to the nature and the limited size of this study, all findings are preliminary and more research is needed into this area before any firm conclusions can be drawn.

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Brundin, Gudrun. « Kulturelle Lexika und metaphorische Profile : zu einer semantisch-kognitiven Theorie der Protosem- und Konzemstrukturen lexikalisierter Konzepte der Arbeitswelt ». Doctoral thesis, Umeå universitet, Moderna språk, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-60868.

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Based on current results produced in modern cognitive linguistics this study examines linguistic evidence derived from the experiential field ,labor4 in German and Swedish in order to formulate a theory which more closely describes the relationship between semantic and conceptual structure in lexical concepts. The author maintains that semantic information can be seen as the content of the culture which it reflects and that semantic content is represented in culture specific modes. On the basis of frequency lists a chronologically organized cultural lexicon is presented for each language and culture area. The aim of the cultural lexicon is to point out central fields of concern in the two examined language communities at different times. The second part of the investigation deals with the conceptual structure in two culturally relevant types, labor and unemployment, of the cultural lexicon. In accordance with modern relativist views it is argued that linguistic form must be seen as a result of cultural embodiment and that modes of representation in the human mind must also show traces of this embodiment. It is shown that conceptual (and semantic) structures not only reinforce views of the world, but also play a central role in compatibility restrictions on the performance level. The author suggests that semantic and conceptual structures in lexical concepts are distributed in a metaphorical profile specific to each lexical concept and held together on its various levels by so called protosemes and concernes.

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Souza, Rinaldo Pereira de. « O SER DA MULHER IDOSA NA LITERATURA : ENTRE O SAGRADO E O PROFANO ». Pontifícia Universidade Católica de Goiás, 2013. http://localhost:8080/tede/handle/tede/3179.

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The present dissertation aims to analyze the configuration of the elderly woman being in the literature, considering the sacred and profane symbolizations attributed to her in classical and modern aesthetic. Chiefly, from the filing of Benjamin, to emphasize that in classic work there was the value of cult, while that in modern work, there is the value of exposition, identifies the elderly personage in the literature. In fairytales, the old woman is represented the negative force, being the witch or the sorceress; in juvenile stories about wolf, Dona Benta and Tia Nastácia, as storytellers and educators assume sacred function, thus diverge from the elderly modern in existential crisis, in search of self-affirmation, apart from the classical ideal, being a coming-to-be. Compuses the corpus of this study, texts of classic literature, the fairy tales, Branca de Neve and João e Maria; Monteiro Lobato juvenile stories, Histórias de Tia Nastácia and Serões de Dona Benta ; and the modern tales of Clarice Lispector, A Partida do Trem , and Lygia Fagundes Teles tale, Senhor Diretor . The study is based on the theories about the symbolic power, the sacred and the profane, the beautiful and the ugly, art as representation, narrator and loss of aura.
A presente dissertação tem-se por objetivo analisar a configuração do ser da mulher idosa na literatura, considerando as simbolizações sagradas e profanas a ela atribuída nas estéticas clássica e moderna. Principalmente, a partir da propositura de Walter Benjamin, ao salientar que na obra clássica havia o valor de culto, enquanto que na obra moderna, há o valor de exposição, identifica-se a personagem idosa na literatura. No conto de fadas, a velha é representada como a força negativa, sendo a bruxa ou a feiticeira; nas histórias infanto-juvenis lobatianas, Dona Benta e Tia Nastácia, como contadoras de histórias e educadoras assumem função sagrada, assim divergem das idosas modernas em crise existencial, em busca de autoafirmação, distanciam do ideal clássico, sendo um vir-a-ser. Compõe o corpus deste trabalho textos da literatura clássica, os contos de fadas, Branca de Neve e João e Maria; as histórias infanto-juvenis de Monteiro Lobato, Histórias de Tia Nastácia e Serões de Dona Benta; e os contos modernos de Clarice Lispector, A Partida do Trem, e o conto de Lygia Fagundes Teles, Senhor Diretor. O estudo fundamenta-se nas teorias sobre o poder simbólico, o sagrado e o profano, o Belo e o Feio, arte como representação, narrador e perda da aura.

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García, Ana Margarita Barandela. « Mensageiros do sagrado e do profane : diálogos culturais nas obras de Jorge Amado, Gabriel García Márquez, Mayra Montero e Conceição Evaristo ». Universidade Federal de Alagoas, 2011. http://repositorio.ufal.br/handle/riufal/554.

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En Cuba y Brasil, así como en algunos países de América Latina no se puede hablar de cultura sin tener en consideración los elementos de origen africana que están presentes en la música, en los bailes, en las fiestas populares, en la culinaria, en el teatro, en las artes plásticas, y también en la literatura. El objetivo de este trabajo es analizar la representación del sagrado de raíces africanas en cuatro novelas latinoamericanas, que son: O compadre de Ogum (2006), del brasileño Jorge Amado; Del amor y otros demonios (2004), Del colombiano Gabriel García Márquez; Como un mensajero tuyo (1998), de la cubana Mayra Montero y Ponciá Vicêncio (2006), de la brasileña Conceição Evaristo. Analizo, en los tres primeros, la presencia de lo sagrado y lo profano y la forma con la que los narradores utilizan la ironía como estrategia para invertir la hegemonía de las religiones. Fue posible observar la existencia, en esas tres novelas, de personajes híbridos, los mensajeros que se dislocan entre mundos aparentemente opuestos realizando puntos de unión entre ellos. Con el propósito de observar como el mito yoruba ultrapasa los personajes en las narrativas contemporánea escrita por mujeres, comparé las obras Como un mensajero tuyo (1998) e Poncia Vicêncio (2006). Aunque en esas dos obras los orishas aparezcan de forma menos evidente, ellos no se debilitan, pues los personajes rescriben esos mitos en el texto literario otorgándole un papel destacado a las figuras femeninas.
Em Cuba e no Brasil, assim como em alguns países da América Latina, não se pode falar de cultura sem ter em consideração os elementos de origem africana que estão presentes na música e dança, nas festas populares, na culinária, no teatro, nas artes plásticas, e também na literatura. O objetivo deste trabalho é analisar a representação do sagrado de raízes africanas em quatro romances latino-americanos, que são: O compadre de Ogum (2006), do brasileiro Jorge Amado; Del amor y otros demonios (2004), do colombiano Gabriel García Márquez; Como un mensajero tuyo (1998), da cubana Mayra Montero; e Ponciá Vicêncio (2006), da brasileira Conceição Evaristo. Analiso, nos três primeiros, a presença do sagrado e do profano e a forma como os narradores utilizam a ironia como estratégia para inverter a hegemonia das religiões. Foi possível observar a existência, nesses três romances, de personagens híbridos, os mensageiros , que se movimentam fazendo uma ponte de união entre dois mundos aparentemente conflitantes. Com o propósito de observar como o mito yoruba permeia os personagens das narrativas contemporâneas de autoria feminina, comparei as obras Como un mensajero tuyo (1998) e Poncia Vicêncio (2006). Embora nessas duas obras os orixás apareçam de forma menos ostensiva, eles não enfraquecem, pois os personagens reescrevem esses mitos no texto literário outorgando um papel de destaque às figuras femininas.

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WOLF, Janet. « Teacher Training in Linguistic Diversity within Inclusive Education : Cooperation between Non-governmental Non-profit Organizations and Educational Institutions. Situation in Three European Countries ». Doctoral thesis, Università degli Studi di Palermo, 2020. http://hdl.handle.net/10447/395390.

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La presente tesi di dottorato di ricerca internazionale si propone, attraverso un lavoro di ricerca svolto in tre differenti paesi europei, di descrivere la situazione, relativa alla capacità delle organizzazioni no-profit di cooperare con gli insegnanti nella formazione di studenti di diversa madrelingua. In questo periodo di rapidi e drammatici cambiamenti derivanti da trasformazioni geopolitiche in tutto il mondo il settore non profit, con la sua politica flessibile e indipendente, può contribuire alla stabilizzazione di una situazione che richiede grande attenzione educativa. Per la ricerca è stato applicato un metodo misto di ricerca, in particolare il modello QUAN - QUAL - Risultati - Interpretazione. I partecipanti alla ricerca sono stati: organizzazioni no-profit (NPO) che operano nell'area di studenti di diversa madrelingua in tre aree geografiche (la Repubblica Ceca, la Sicilia in Italia, la Comunità Autonoma di Castilla-León in Spagna); insegnanti con esperienza di scuole materne, primarie e secondarie delle stesse aree geografiche. I nostri risultati rivelano che le NPO sono pronte a svolgere diverse funzioni (formazione degli insegnanti, mediazione tra scuola/insegnante e famiglia/studente, consulenza, fonte di ispirazione per gli insegnanti, ecc..), come partner per le scuole e gli insegnanti nell'istruzione di studenti di diversa madrelingua in tutti e tre i paesi. Tuttavia, le NPO ritengono che la cooperazione con gli istituti di istruzione formale abbia alcuni punti deboli (ad esempio: diversi approcci e strategie di finanziamento, scambio di opinioni e buone pratiche, una più ampia comunicazione reciproca, ecc..) e dovrebbe essere perseguita in modo più approfondito a vari livelli (ad esempio: scuola, Stato, insegnanti, NPO). Di conseguenza essi identificano le strategie che potrebbero rafforzare questo partenariato. Il fatto che la situazione non è ideale è supportato anche da dati ottenuti attraverso interviste con gli insegnanti durante le quali gli insegnanti stessi hanno confessato di non avere quasi nessuna esperienza con il settore non-profit. Tuttavia, hanno espresso la loro disponibilità a tale collaborazione.
The dissertation thesis seeks to map a situation in three European countries relating to potential of non-profit organizations to cooperate with teachers in education of students with a different mother tongue in a period of rapid and dramatic changes resulting from geo-political transformations around the world, to which it is necessary to react promptly. Non-profit sector with its flexible and independent policy may contribute to stabilization of a situation. For the research itself, a mixed method research design was applied, particularly QUAN – QUAL - Findings - Interpretation model. Participants of the research were: non-profit organizations (NPOs) which work in the area of students with different mother tongue in three geographical areas (Czech Republic, Sicily in Italy, Castilla-León Autonomous Community in Spain); and teachers with experience from kindergarten, primary and secondary schools from the same geographical areas. Our findings reveal that NPOs are ready to play several roles (teacher training institution, mediator between school/teacher and family/student, counsellor, source of inspiration for teachers etc.) as partners for schools/teachers in education of students with different mother tongue in all three countries. Nevertheless, NPOs feel that cooperation with formal education institutions has its weak points (e.g. different funding approaches and strategies, exchange of opinions and good practices, wider mutual communication, etc.) and should pursued in greater depth at various levels (e.g. school, state, teachers, NPOs). Thus, they identify strategies which might empower this partnership. The fact that the situation is not ideal is also supported by data obtained through interviews with teachers during which teachers confessed to have almost none experience with non-profit sector. However, they expressed their openness to such collaboration.

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Camperchioli, Laura. « Il delicato ruolo dell'interprete nell'esercito ». Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/9233/.

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Tesi sull'analisi del ruolo dell'interprete militare. Nel primo capitolo viene spiegato il modo di accesso all'Esercito Italiano e i requisiti richiesti. Nel secondo capitolo si parla delle organizzazioni a tutela degli interpreti e i loro progetti.

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Febo, Dashielle M. « Effects of Bilingualism, Noise, and Reverberation on Speech Perception by Listeners with Normal Hearing ». Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1364.

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The accurate perception of spoken English is influenced by many variables, including the listener's native language, reverberation, and background noise. Few studies of speech perception by bilingual listeners have carefully controlled for second language proficiency and even fewer have presented speech in everyday listening environments that contain noise and reverberation. In the present study, detailed language background, language proficiency information, and individual language samples were collected and the speech stimuli were presented in a variety of quiet, noisy, and reverberant listening environments. The effects of noise and reverberation on the perception of American English monosyllabic words was examined for two groups of young listeners with normal hearing: 1) monolingual American English speakers and 2) Spanish-English bilinguals who acquired both languages prior to age 6 years, exhibited similar spoken proficiency in both languages, and spoke English without a noticeable accent. An innovative test of virtual speech perception was used to assess word recognition in two listening environments typical of everyday communication: a simulated noisy anechoic environment and a simulated noisy reverberant environment. Word recognition was also measured in quiet and in an unprocessed noisy environment. For each noisy listening environment (unprocessed, anechoic, reverberant), three signal-to-noise ratios were employed. Results indicate that early bilingualism negatively affects perception of words presented in noisy listening environments. Significantly poorer word recognition was observed for the bilingual listeners than for the monolingual listeners in all three noisy environments and at all noise levels. Both groups exhibited similar word recognition in quiet. The results were surprising considering the high level of spoken language proficiency exhibited by all bilingual listeners. It is often assumed that highly proficient Spanish-English speakers are equally proficient at understanding English; however, these data indicate that the speech understanding of this group may be overestimated in natural listening situations.

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Mauad, Sergio Augusto. « Questões de prosódia : uma investigação, com apoio de instrumentais de análise fonético-acústica, dos padrões entoacionais de falantes bilíngües brasileiros e norte-americanos ». Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/13933.

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This dissertation aims at investigating the prosodic patterns in the speech of bilingual American and Brazilian speakers. By means of acoustic phonetic analysis, the manner by which speakers structure the prosodic groups was investigated in light of models that underscore the discoursal and attitudinal functions of intonation. Analyses were carried out on various strands: pitch configurations in idioms, distribution of pitch accents within an utterance whether it be for contrastive or emphatic reasons, and loss of accentual prominence in words that are no longer part of the common ground between speaker and listener. The study involved 4 female subjects, two Brazilians and two Americans, in the 20-40 age group. The corpus is comprised of 7 sentences in English and in Portuguese, four of which were uttered in the declarative modality, one in the exclamative modality and two in the interrogative modality. The sentences were extracted from a dialogue so constructed as to allow for the expression of attitudes and emotions. The dialogue was read and interpreted in three repetitions. The recordings of the readings were carried out at PUC-SP´s Radio and TV studio. The acoustic analysis of the data was done by means of the PRAAT software program, whereby utterances were segmented into units of varying sizes: GIPC, vowels, syllables and consonants. Results point to the use of language-specific strategies by Brazilian and American speakers: (a) Brazilians seem to favor a greater number of prosodic groups in order to maintain sentence focus at terminals; (b) speakers of both languages are heavily influenced by L1 intonational patterns in YES/N0 questions; (c) idioms as produced by non-natives present pitch configurations which convey attitudes incongruent with their meanings in the target language; (d) there are major distributional differences in the two languages as regards nucleus focus; (e) shared information is not a strong enough reason for deaccenting in Portuguese
Esta dissertação tem como objetivo investigar os padrões entoacionais de produções de falantes bilíngües norte-americanos e brasileiros. Por meio de instrumentais de análise fonético-acústica, foi investigado o modo pelo qual os falantes estruturam os grupos prosódicos, à luz de modelos de descrição da entoação que privilegiem o discurso e as atitudes. Foram analisadas as configurações de pitch em expressões idiomáticas, a distribuição do acento principal de pitch em enunciados em que ocorra contrastividade ou ênfase, e a perda (ou não) de proeminência acentual de palavras que já façam parte do conhecimento mútuo entre falante e ouvinte. O trabalho envolveu quatro sujeitos do sexo feminino na faixa etária entre 20 e 40 anos, sendo duas brasileiras e duas norte-americanas. O corpus é composto de 7 sentenças em inglês e em português, sendo 4 na modalidade declarativa, uma na exclamativa e 2 na interrogativa. As sentenças foram extraídas de um diálogo construído de modo a contemplar a expressão de atitudes e emoções. O diálogo foi lido e interpretado em três repetições. A gravação das leituras foi feita no Estúdio de Rádio e TV da PUC-SP. A análise acústica dos dados foi feita por meio do programa PRAAT, a partir da segmentação dos enunciados em unidades de tamanhos variados: unidades V-V, vogais, sílabas e consoantes. Os resultados obtidos apontam para o uso de estratégias diferenciadas por parte dos falantes brasileiros e norte-americanos: (a) falantes brasileiros tendem a fazer um maior número de fronteiras prosódicas, de modo a manter o acento frasal em fronteira final; (b) falantes de ambas as línguas tendem a sofrer influência dos padrões entoacionais de L1 nas questões totais; (c) A produção de expressões idiomáticas por falantes não nativos apresenta configurações de pitch que carreiam atitudes incompatíveis com seu significado em L2; (d) há diferenças nas duas línguas em relação à posição do acento frasal; (e) nem sempre informação já compartilhada pelos participantes do discurso perde a proeminência acentual no português

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Ståhlberg, Jonathan. « Vocabulary Profiles of Authentic Texts used by Upper Secondary English teachers : A lexical analysis of authentic texts used in EFL classrooms ». Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101171.

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The purpose of this essay is to investigate whether the vocabulary in authentic texts used by upper secondary English teachers teaching the course English 7 reach the expectations set by the Swedish National Agency for Education and the CEFR. This was done by analysing 26 texts contributed from five teachers with vocabulary profile web tools such as Text Inspector and Compleat Lexical Tutor. The analysis focused on word frequency and the CEFR levels.. The word frequency results showed that the vocabulary difficulty of teachers’ texts deviated slightly of being too simple or difficult for English 7 students, while the CEFR results showed that the vocabulary difficulty was too advanced for English 7 students. Although the results deviated from one another, the vocabulary difficulty of the teachers’ texts was often similar to each other. Furthermore, the results showed that the vocabulary difficulty often variated between text genres. The study, therefore, reasoned that the English 7 teachers enact their agency by selecting texts that they not only believe are suitable for their students but also will be suitable for students with different language proficiencies. The study concluded that English 7 teachers select texts of similar vocabulary difficulty and that English 7 students read authentic texts that contain advanced vocabulary that goes beyond the expectations of the CEFR. The study also suggested that further research should investigate how the CEFR should be interpreted and that similar studies should include a closer engagement with the teachers to obtain their views on how and why they select particular authentic texts.

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Bassi, Madu Musa. « Multilingual teacher-talk in Secondary school classrooms in Yola, North-East Nigeria : Exploring the interface of language and knowledge using legitimation code theory and terminology theory ». University of the Western Cape, 2021. http://hdl.handle.net/11394/8498.

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Philosophiae Doctor - PhD
It has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswitching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. Thirdly, where the effects of multilingual teacher talk on students‟ understanding or knowledge are at all captured in studies, such effects have either been based on researcher intuition or have not been the object of sustained empirical demonstration. Fourthly, many studies have assumed merely that it is the configuration of languages that produces claimed effects of multilingual teacher talk, and attention has hardly been paid to repetition of content or to knowledge structure. Fifthly, it is not often the case that studies or findings are presented in a nuanced form that takes into account the possible effect of different subject types, school types or levels of study. Sixthly, and overall, many studies making claims on the effect of teacher‟s code-switching or trans-languaging on students‟ knowledge do not theoretically engage with knowledge, beyond the distinction between presentational and explanatory forms of knowledge, thus illustrating what Maton (2013) regards as “knowledge-blindness” (that is, the paradox of limited engagement with knowledge structures in pedagogical research making knowledge claims). As a result, little is known about how specific units of knowledge are encoded according to categories in a theory of knowledge, how knowledge encodings interface with languages, and how composite knowledge structures-language profiles can be visualised. This study draws on Legitimation Code Theory Semantic and Terminology Theory in order to investigate the interface of language and knowledge in multilingual teacher-talk in science and business studies classrooms in Yola, North-Eastern Nigeria. This focus should make it possible to answer questions such as the following which, though important, have not often been posed on account of the limited engagement in the research on classroom multilingualism with theories of knowledge: a) to what extent is it appropriate to claim that there is a functional allocation of language in multilingual teacher-talk (in which language „a‟ is used for so-called presentational knowledge, and language „b‟ for explanatory knowledge)?; b) what kinds of encodings of knowledge occur in a set of science and business studies lessons?; c) given documented visual patterns of knowledge dynamics emerging from recent research in the sociology of knowledge (e.g. semantic waves, semantic flatlines both high and low, downward shift and upward shift), (Maton: 2013, 2014a, 2014b), what knowledge profiles are observable and how does language use in multilingual teacher-talk map onto these patterns?; d) how are any observed differences in the composite knowledge-language profiles to be explained?; and e) what effects do various language-knowledge profiles have on students‟ understanding of the lesson and on their demonstration of their knowledge? Data for the study was derived from transcripts of audio-recorded multilingual teacher-talk in two subjects (integrated science and business studies) as taught in grades seven and nine in four secondary schools (two private and two public schools) in Yola, North-East Nigeria. Findings show, among others, that it is not always the case that the official classroom language (English) is used for introductory discourses, and the non-official classroom languages are used for explanatory discourses. Findings further reveal that it is not primarily the functional allocation of languages that explains perceptions or empirical claims of enhanced student understanding. We also observed that the number of content iterations, combined with knowledge structures, is an important factor that enhances or explains the performance of students. While this research has paid a lot of attention to teacher talk in the classrooms in two sites in Yola, North-East, Nigeria, where the use of Hausa and Fulfulde languages by the students is mainly in the spoken form, it would be interesting for future research to replicate this type of study in an environment where the non-official language of the classroom is perhaps used more frequently in reading and writing.

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Siqueira, Ellen Cristina Gerner. « O uso das rotas de leitura no bilinguismo e sua rela??o com a profundidade ortogr?fica e a profici?ncia nas l?nguas ». Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2018. http://tede2.pucrs.br/tede2/handle/tede/8051.

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Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq
Reading involves multiple interdependent processes and, according to the dual route model, this is basically achieved through two routes, the phonological route (normally used to read new words or pseudowords) and the lexical route (for reading familiar and irregular words). Reading in the mother tongue (L1) requires explicit instruction and it is a great challenge. By learning a second language (L2), new elements (phonological, orthographic and semantic, among others) are introduced into reading, requiring the speaker to choose between two written codes each time one has to read. Moreover, during this process of choice, more characteristic reading strategies of one language may interfere with the reading strategy of the other. Research indicates that, just as in the case of monolingual subjects, several factors influence the reading strategy used by bilingual subjects, the orthographic depth of the language and the reader's proficiency being the key elements. This study aims at identifying how these factors influence the strategy of reading in late bilinguals (beginners or proficient), native speakers of Brazilian Portuguese with English as a second language. In order to do this, accuracy and the latencies required to word and nonword reading in both L1 and L2 were measured. Among the main results we found that the most proficient group (MaP) had a shorter reading time in the words and pseudowords of PB than the less proficient group (MeP), suggesting an interference of L2 (more opaque) in L1 (more transparent) and a larger use of the lexical route in L1. In addition, the study revealed that in the MeP group there was no difference between the time of reading of words and pseudowords in English, suggesting a predominance of the use of the phonological route in the reading of L2 (more opaque). Such findings are important to reinforce that the choice of reading strategies and the use of routes are susceptible to multiple factors, which act together and interrelated.
A leitura envolve m?ltiplos processos interdependentes e, segundo o modelo de dupla rota, tal habilidade se d? basicamente por duas vias, a fonol?gica (normalmente utilizada para a leitura de palavras novas ou pseudopalavras) e a lexical (utilizada para palavras familiares e irregulares). Ler na l?ngua materna (L1) requer um aprendizado sistem?tico e ? um grande desafio. Ao aprender uma segunda l?ngua (L2), novos elementos (fonol?gicos, ortogr?ficos e sem?nticos dentre outros) s?o introduzidos na leitura, exigindo que o falante escolha entre dois c?digos escritos a cada vez que ? preciso ler. Al?m disso, durante esse processo de escolha, estrat?gias de leitura mais caracter?sticas de uma l?ngua podem influenciar na estrat?gia de leitura da outra. Pesquisas indicam que diversos fatores influenciam a escolha da rota de leitura, sendo a profundidade ortogr?fica da l?ngua e a profici?ncia do leitor os principais. Assim, este estudo tem como objetivo identificar de que forma esses fatores influenciam a escolha da rota de leitura por bil?ngues sucessivos (mais ou menos proficientes) falantes nativos do Portugu?s Brasileiro (PB) tendo o Ingl?s como L2. Para isso, foram medidas a acur?cia e o tempo de leitura de palavras e pseudopalavras tanto na L1 como na L2. Dentre os principais resultados encontrados, destacamos que o grupo mais proficiente (MaP) teve um menor tempo de leitura nas palavras e pseudopalavras do PB do que o grupo menos proficiente (MeP), sugerindo uma influ?ncia da L2 (mais opaca) na L1 (mais transparente) e uma utiliza??o maior da rota lexical na L1. Al?m disso, o estudo revelou que no grupo MeP n?o houve diferen?a entre o tempo de leitura de palavras e pseudopalavras no Ingl?s, sugerindo uma predomin?ncia do uso da rota fonol?gica na leitura da L2 (mais opaca). Tais achados s?o importantes para refor?ar que a escolha das estrat?gias de leitura e o uso das rotas s?o suscet?veis a m?ltiplos fatores, que atuam de forma conjunta e interrelacionada.

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Bestchastnova, Eugénie. « L’accent en français, phénomène pluridimensionnel ». Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2117.

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L’accent en français est un phénomène largement étudié, mais qui ne cesse de donner lieu à des hypothèses multiples, et dont la présence en français contemporain est même mise en question par de nombreux chercheurs. Ainsi subsiste-t-il dans ce domaine un important champ de travail scientifique, permettant d’élaborer et d’appliquer de nouvelles méthodes pour l'examen des données relevant de cette problématique avec l'objectif d’en tirer des conclusions novatrices. L'objectif est donc ici d'abord de bien délimiter le champ de travail, mais aussi en même temps d'étudier ce phénomène en corrélation ou en opposition avec l'ensemble de son contexte, c'est-à-dire ce qui est indissociable de l'accent aux niveaux aussi bien linguistique, physique, psychologique, culturel, social, pragmatique et cognitif – ce choix faisant l'originalité de la présente recherche
This PhD thesis is dedicated to stress in French.At the onset of our research work, we made the hypothesis that stress in French had a multi-dimensional nature, and were tied in with psychological, social, cultural, physiological, pragmatic, cognitive and linguistic factors. This hypothesis was challenged and validated after studying the corpus which we had pieced together.The scientific aim of this work was to seek new approaches and methods, and use them in the study of stress in the French language with correlation to or in opposition with its context.40 individuals representative by their physiological, social, cultural, linguistic, and psychological features took 5 different tests, which brought to light their speech patterns in various discursive situations. As anticipated by the initial hypothesis, the following came out of the study:4. there is a correlation between an individual’s psychological profile and the stress;5. there is a correlation between an individual’s social and economic background and the stress;6. there is a correlation between an individual’s linguistic background and the stress.The new discovery which came out of our studies shows a correlation between the individual’s psychological profile and the substance of the stress that he produces. It opens up new scientific field which wasn’t exploited before now and enables us to define an individual’s psychological profile based on his/her employed stress nature, as well as to define a stress substance using the individual’s psychological profile.The results obtained as part of our scientific research open up new possibilities in linguistics, pragmatic, psycholinguistic, and sociolinguistic

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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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Siqueira, Amanda Cristina Testa. « A semântica de frames na análise do discurso discente - traçando o perfil do professor de português ». Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/900.

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
A presente dissertação vincula-se ao macroprojeto “Ensino de Língua Portuguesa – da Formação Docente à Sala de Aula” (FAPEMIG -CHE-APQ-01864-12), inscrito na linha de Pesquisa Linguística e Ensino de Língua do PPG Linguística - UFJF. O projeto tem por objetivo geral a investigação das práticas de sucesso e fracasso no ensino de Português na escola básica e na formação docente para essa disciplina. O estudo em questão traça o perfil de professores de Língua Portuguesa instaurado a partir de relatos discentes acerca das suas vivências mais marcantes no contato diário com essa disciplina. Para tanto, escolhemos como cenário investigativo 7 escolas estaduais do município de Juiz de Fora, Minas Gerais, e tomamos, como sujeitos da pesquisa, 354 alunos do 9º ano do Ensino Fundamental e 2º ano do Ensino Médio. Esta pesquisa se configura como um Estudo de Caso e apresenta procedimentos quantitativos e qualitativos como método analítico. Como fundamento teórico central, elegemos contribuições advindas da Linguística Cognitiva (LAKOFF, 1987; LAKOFF e JOHNSON, 1999, 2002; JAKENDOFF, 2002; FAUCONNIER e TURNER, 2002; FILLMORE, 1979, 1982; GEERAERS & CUYCKENS, 2007; CROFT e CRUSE, 2004), em especial, de um dos seus modelos teóricos principais: a Semântica de Frames (FILLMORE, 1979, 1982; RUPPENHOFER et al, 2010; SALOMÃO, 1999) e seu projeto de anotação lexicográfica FrameNet (www.framenet.icsi.berkeley.edu). Para a análise hermenêutica, nos valemos de contribuições da Sociologia (BAUMAN, 2005, 2007, 2008a, 2008b, 2009, 2013; ALMEIDA et al, 2009), da Filosofia Educacional (FREIRE, 2011), além dos distintos olhares no campo da Ética e da educação cidadã (ARAÚJO, 2000, 2008; LA TAILLE, 2008; TOGNETTA , 2008; ABREU, et al, s.d.; COSTA, 2004; RIBAS, s.d; MORAN, 2007; MIRANDA, 2005, 2007, 2009, 2011, 2012b). A partir da categoria analítica central – o frame – conseguimos identificar as principais cenas conceptuais evocadas pelo discurso dos alunos. Sendo assim, foi possível estabelecerem-se duas redes hierárquicas de frames: uma delas composta por atos de linguagem expressivos (Avaliação do Comportamento Docente) e outra por atos de linguagem diretivos (Sugestão de Comportamento Docente). Cada uma delas apresenta, como foco, quatro tipos de comportamento docente, quais sejam: Práticas Pedagógicas, Práticas Interacionais, Comprometimento, Práticas Reguladoras e Punitivas. Dessa forma, percebemos que as avaliações positivas somaram a maioria, com 227 ocorrências (58%), contra 148 avaliações negativas (39%) e 4 neutras (3%). A partir das avaliações positivas e das sugestões, podemos identificar quais tipos de atitudes docentes são aprovadas e desejadas pelos alunos. A partir das avaliações negativas, ao contrário, conseguimos identificar as práticas rejeitadas pelos discentes. Salta aos olhos o desejo dos alunos por práticas pedagógicas mais competentes, além de mais democráticas e inovadoras, nas quais há um bom relacionamento afetivo entre educadores e educandos e o favorecimento do diálogo, de forma a garantir maior participação e maior protagonismo por parte dos discentes. Tais resultados revelam significativo comprometimento dos alunos com o processo de ensino-aprendizagem de que são partícipes, o que desmente expectativas via de regras negativas acerca da relevância da escola para tais sujeitos. O perfil do professor que desejam ou rejeitam é em tudo convergente com aquele ditado pelas vozes das autoridades da área que preconizam uma educação voltada para a formação de cidadãos mais críticos e autônomos.
This dissertation is linked to the macro project “Portuguese Language Teaching - from the college graduation to the school classroom” (FAPEMIG -CHE-APQ-01864-12) which is a part of the Linguistics and Language Teaching line of work, developed in the Linguistics Graduation School at the Federal University of Juiz de Fora. The project aims to analyse successful and failed practices in teaching Portuguese in elementary school as well as in teacher training for the same discipline. This research traced the profile of Portuguese teachers based on students‟ reports regarding their most memorable experiences in their daily routine in the discipline. Therefore, we have chosen seven public schools in the city of Juiz de Fora, Minas Gerais, as an investigative background, as well as research subjects: 354 students in the 9th grade of Elementary School and 2nd year of High School. This research is configured as a case study and presents quantitative and qualitative procedures as its analytical method. As main theory we have used contributions from Cognitive Linguistics (LAKOFF, 1987; LAKOFF & JOHNSON, 1999, 2002; JAKENDOFF, 2002; FAUCONNIER & TURNER, 2002; FILLMORE, 1979, 1982; GEERAERS & CUYCKENS, 2007; CROFT e CRUSE, 2004), in particular, one of its major theoretical models: the Frames Semantics (FILLMORE, 1979, 1982; RUPPENHOFER et al, 2010; SALOMÃO, 1999) and it‟s lexicographical project FrameNet (www.framenet.icsi.berkeley.edu). For the hermeneutic analysis, we based on the contributions of Sociology (BAUMAN, 2005, 2007, 2008a, 2008b, 2009, 2013; ALMEIDA et al, 2009), Educational Philosophy (FREIRE, 2011), apart from different perspectives in the field of Ethics and citizenship education cidadã (ARAÚJO, 2000, 2008; LA TAILLE, 2008; TOGNETTA , 2008; ABREU, et al, s.d.; COSTA, 2004; RIBAS, s.d; MORAN, 2007; MIRANDA, 2005, 2007, 2009, 2011, 2012b). From the central analytical category - the frame - we can identify the main conceptual scenes brought by the students‟ ideas. Thus, it was possible to establish two hierarchical networks of frames: expressive language acts (teacher behaviour evaluation) and directive language acts (teacher behaviour proposal). Each of them presents four types of teaching behaviour: Pedagogical Practices, Interactional Practices, Commitment, and Punitive Regulatory Practices. Thus, we have noticed that the positive reviews were the majority, with 227 occurrences (58%) against 148 negative ratings (39%) and 4 neutral (3%). From the positive feedback and suggestions, we can identify which types of teaching attitudes were approved and desired by students and on the other hand, from the negative evaluations, we can identify practices rejected by students. The desire of students for more competent, more democratic and innovative teaching practices is remarkable, with a good emotional relationship between teachers and students, as well as to facilitate dialogue, ensuring greater participation and autonomy by students. These results reveal significant impairment of the students involved in the teaching-learning process, which contradicts negative expectations about the relevance of school for such subjects. The teacher profile desired or rejected converges to that expressed by experts in the field who advocate for an education which aims at preparing more critical and autonomous citizens.

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Andrade, Mislainy Patricia de. « PROCEDIMENTOS TRADUTÓRIOS E DIMENSÕES DA FIGURA FEMININA EM SONHO DE UMA NOITE DE VERÃO, DE WILLIAM SHAKESPEARE ». Pontifícia Universidade Católica de Goiás, 2013. http://localhost:8080/tede/handle/tede/3186.

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This study is about translation procedures in A Midsummer Night´s Dream by William Shakespeare on its five translations published in Brazil by Carlos Alberto Nunes (1955), F. C. Medeiros Mendes and Oscar (1969); Beatriz Viégas-Faria (2001); Heliodora Barbara (2004) and Erick Ramalho (2006). Our intention here is also verifying in these translations, comparing to the source text, speeches that report the development of the women‟s profile in Shakespearean work in analysis. From the assumption that each translator has his own characteristics and style, we have checked in this study the translation strategies which had been chosen and used by each author in their translation process. We know that each translation was produced in different social and historical contexts, however, for a greater comprehension of its specificities, this study had as a theoretical basis, the methodological model of Lambert and van Gorp (1985), thereby, justifying with greater accuracy and efficiency the choices of each author‟s translation procedures. This analysis had been developed in three stages: (i) identifying fragments that address the woman‟s profile in Shakespeare work, (ii) checking fragments (in the target texts) of each possible statement or word, previously highlighted, about woman‟s profile, (iii) analyze the translation procedures observed before, and the general effects they may cause in different translations, in order to analyze how the translations may maintain, attenuate, intensify or omit, among other things, discursive aspects about the construction of the female profile once verified on the source text. Therefore, this study followed the scheme of strategies developed by MárciaParedesNunes (2007), it consists of translation strategies relevant for this research. Our theoretical referential is based on the Descriptive Translation Studies, about theories and approaches from authors such as Even-Zohar (1990), Toury (1980, 1995, 1998), Lefevere (1990) and Venuti (2002). We have noticed that all translators have tried to be as faithful as possible and keep in their translations the original proposal, always looking for equivalent terms between the source text and the target text, and worrying about the lexicon, the semantic and with the linguistic varieties present in the Shakespearean text, they also (re)create the play‟s scenic aspects. Whereas, the translation studies are still recent in Brazil, this research does not stop here. New studies will come contributing to the increase and diffusion of this new field of scientific and academic research.
Esta pesquisa versa sobre procedimentos tradutórios em Sonho de Uma Noite de Verão de William Shakespeare em cinco traduções publicadas no Brasil, por Carlos Alberto Nunes (1955); F. C. Medeiros e Oscar Mendes (1969); Beatriz Viégas-Faria (2001); Barbara Heliodora (2004) e Erick Ramalho (2006). Pretende-se aqui, também, verificar nessas traduções, comparando-se ao texto original as implicações de discursos que marcam a construção do perfil da mulher na obra shakespeariana em análise. Partindo do pressuposto de que cada tradutor possui suas particularidades e estilo próprio, ocupamo-nos das estratégias de tradução escolhidas por cada um deles. Como cada trabalho se deu em contexto históricosocial distinto, adotamos, para melhor compreensão das especificidades, como base teórica neste estudo, o modelo metodológico de Lambert e van Gorp (1985) para, desse modo, acessarmos, com maior rigor e eficácia, a escolha dos procedimentos tradutórios de cada autor. Este estudo apresenta-se em três etapas: (i) identificação de fragmentos que retratam o perfil da mulher na obra de Shakespeare; (ii) localização das traduções (nos textos-alvo), de cada possível afirmação ou palavra sobre a mulher, previamente destacadas nos fragmentos e, (iii) análise dos procedimentos tradutórios observados e os efeitos gerais que estes provocam nas diferentes traduções, a fim de verificar em que medida as versões mantêm, atenuam, intensificam ou omitem os aspectos discursivos relacionados à construção do perfil feminino antes percebido no original. Para tanto, nos apoiamos no esquema de estratégias elaborado por Márcia Paredes Nunes (2007), constituído por estratégias tradutórias relevantes para esta pesquisa. Nosso referencial teórico funda-se nos Estudos Descritivos da Tradução, com base nas teorias e abordagens de autores como Even-Zohar (1990), Toury (1980, 1995, 1998), Lefevere (1990) e Venuti (2002). Observamos que ambos os tradutores buscaram da maneira mais precisa possível serem fiéis e conservar em suas traduções a proposta do original, buscando sempre termos equivalentes entre o texto-fonte e o texto-meta, preocupando-se com o léxico, com o semântico e com as variedades linguísticas presentes no texto shakespeariano, além de (re)criarem os aspectos cênicos da peça.Considerando que os estudos da tradução ainda são recentes, no Brasil, esta pesquisa não para por aqui. Novos estudos virão no intuito de contribuir com a ampliação e difusão deste novo campo de investigação cientifica-acadêmico.

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Arruda, Luiza Valentina Pereira de. « Lucíola : a ambigüidade na construção da personagem ». Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14919.

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This paper shows the ambiguity present in the construction of a character named Lúcia in the book Lucíola, wrote by José de Alencar. The first chapter traces a short historical path showing several theorics perspectives about character. The chapter II analizes the differences between a public woman and a cast woman showed in some books of the Brazilian Literature. These differences presents in these romances: Senhora, Inocência, Helena and Lucíola, were studied, determining this way the profile of the woman present at the society of XIX century. The sources used in this work were books of Literature, History and Sociology areas. This work analyses and specifies, at the chapter III, the ambiguities of Lúcia, a courtesan who falling in love, perform some changes in order to get the love related to the soul. The romance Lucíola presents a theme with strong emocional appeal and has in Lúcia a representation of a romantic ideal. The psycological complexity of the character, assures this study witch was porposed because this romance brings one more of the great woman profile of José de Alencar
Esta dissertação tem como objetivo analisar a ambigüidade presente na construção da personagem Lúcia, do romance de José de Alencar, Lucíola. O primeiro capítulo trata de um breve estudo teórico sobre a personagem. O capítulo II diz respeito às diferenças entre a mulher pública e a mulher privada , apresentada em alguns romances da Literatura Brasileira. Estas diferenças foram analisadas e pesquisadas nos romances: Senhora, Inocência, Helena e Lucíola, compondo, de certo modo, um perfil de mulher presente no século XIX. As fontes de pesquisa usadas para este trabalho foram obras das áreas de Literatura, História e Sociologia. Esta dissertação analisa especificamente a ambigüidade de Lúcia, uma cortesã que se apaixona e busca sua transformação por meio do amor espiritual. O romance Lucíola apresenta um tema com forte apelo emocional e tem em Lúcia a representação do ideal romântico. A complexidade psicológica da personagem permitiu o presente estudo que mostra mais um perfil feminino marcante, dentro da obra de José de Alencar

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Sörensen, Susanne. « Five English Verbs : A Comparison between Dictionary meanings and Meanings in Corpus collocations ». Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-6091.

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In Norstedts Comprehensive English-Swedish Dictionary (2000) it is said that the numbered list of senses under each headword is frequency ordered. Thus, the aim of this study is to see whether this frequency order of senses agrees with the frequencies appearing in the British National Corpus (BNC). Five English, polysemous verbs were studied. For each verb, a simple search in the corpus was carried out, displaying 50 random occurrences. Each collocate was encoded with the most compatible sense from the numbered list of senses in the dictionary. The encoded tokens were compiled and listed in frequency order. This list was compared to the dictionary's list of senses. Only two of the verbs reached agreement between the highest ranked dictionary sense and the most frequent sense in the BNC simple search. None of the verbs' dictionary orders agreed completely with the emerged frequency order of the corpus occurrences, why complementary collocational learning is advocated.

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Бутенко, Юлія Іванівна. « Онтологічні моделі та методи формування нормативного профілю при сертифікації програмного забезпечення ». Thesis, Національний аерокосмічний університет ім. М. Є. Жуковського "Харківський авіаційний інститут", 2015. http://repository.kpi.kharkov.ua/handle/KhPI-Press/17407.

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Дисертація на здобуття наукового ступеня кандидата технічних наук за спеціальністю 05.13.06 – інформаційні технології. – Національний технічний університет "Харківський технічний інститут", Харків, 2015. Дисертаційна робота присвячена вирішенню науково-прикладної задачі підвищення ефективності розроблення програмного забезпечення шляхом синтезу формальних моделей і методів інформаційної технології формування нормативного профілю вимог до програмного забезпечення. Розроблено модель текстів стандартів, яка, на відміну від відомих моделей, ґрунтується на онтологічному поданні їх лінгвістичних об'єктів, що забезпечує адекватність нормативного профілю. Удосконалено модель ядра семантичної цілісності мови стандартів, шляхом подання у формі онтології, що забезпечує повноту семантичного аналізу. Удосконалено метод розроблення лінгвістичних моделей стандартів шляхом урахування композиційної структури стандарту, що забезпечує структурованість процесу інформаційного пошуку в текстах стандартів. Дістав подальшого розвитку метод синтезу онтологічної системи шляхом її реалізації у вигляді діалогової системи підтримки прийняття рішень аудитора сертифікаційного центру. Практичне значення отриманих результатів полягає у створенні науково-методичної основи у вигляді конкретних інженерних методик, методів і програмних засобів для підтримки прийняття рішень при сертифікації програмного забезпечення.
The thesis on competition of an academic degree of Candidate of Technical Sciences in the specialty 05.13.06 – information technologies. – National Polytechnical University "Kharkiv Technical Institute", Kharkiv, 2015. Dissertation work is devoted to efficiency improvement of software development by means of automation of normative profile forming of requirements to software. It is developed formal model of standard, which, in contrast to the known models, is based on ontology representation of linguistic objects that provides the sufficiency of the normative profile. It is improved the model of semantic integrity core for language of standards by giving it in the form ontology that ensure the fulfillment of semantic analysis. It is improved the method of development of linguistic models by taking into accout the compositional structure of standards that provides the structured process of information retrieval in texts of standards. It is further developed of a method of forming an ontological system by its implementation as an intellectual core in the dialogue decision-making support system for auditor of certification centre. The practical significance of the obtained results is in the creation of scientific-methodical bases in the form of specific engineering techniques, methods and software tools for decision support in the certification of critical systems applications.

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Бутенко, Юлія Іванівна. « Онтологічні моделі та методи формування нормативного профілю при сертифікації програмного забезпечення ». Thesis, Національний технічний університет "Харківський політехнічний інститут", 2015. http://repository.kpi.kharkov.ua/handle/KhPI-Press/17404.

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Дисертація на здобуття наукового ступеня кандидата технічних наук за спеціальністю 05.13.06 – інформаційні технології. – Національний технічний університет "Харківський технічний інститут", Харків, 2015. Дисертаційна робота присвячена вирішенню науково-прикладної задачі підвищення ефективності розроблення програмного забезпечення шляхом синтезу формальних моделей і методів інформаційної технології формування нормативного профілю вимог до програмного забезпечення. Розроблено модель текстів стандартів, яка, на відміну від відомих моделей, ґрунтується на онтологічному поданні їх лінгвістичних об'єктів, що забезпечує адекватність нормативного профілю. Удосконалено модель ядра семантичної цілісності мови стандартів, шляхом подання у формі онтології, що забезпечує повноту семантичного аналізу. Удосконалено метод розроблення лінгвістичних моделей стандартів шляхом урахування композиційної структури стандарту, що забезпечує структурованість процесу інформаційного пошуку в текстах стандартів. Дістав подальшого розвитку метод синтезу онтологічної системи шляхом її реалізації у вигляді діалогової системи підтримки прийняття рішень аудитора сертифікаційного центру. Практичне значення отриманих результатів полягає у створенні науково-методичної основи у вигляді конкретних інженерних методик, методів і програмних засобів для підтримки прийняття рішень при сертифікації програмного забезпечення.
The thesis on competition of an academic degree of Candidate of Technical Sciences in the specialty 05.13.06 – information technologies. – National Polytechnical University "Kharkiv Technical Institute", Kharkiv, 2015. Dissertation work is devoted to efficiency improvement of software development by means of automation of normative profile forming of requirements to software. It is developed formal model of standard, which, in contrast to the known models, is based on ontology representation of linguistic objects that provides the sufficiency of the normative profile. It is improved the model of semantic integrity core for language of standards by giving it in the form ontology that ensure the fulfillment of semantic analysis. It is improved the method of development of linguistic models by taking into accout the compositional structure of standards that provides the structured process of information retrieval in texts of standards. It is further developed of a method of forming an ontological system by its implementation as an intellectual core in the dialogue decision-making support system for auditor of certification centre. The practical significance of the obtained results is in the creation of scientific-methodical bases in the form of specific engineering techniques, methods and software tools for decision support in the certification of critical systems applications.

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Marzari, Gabriela Quatrin. « DO YOU HAVE ANY EXPERIENCE ABROAD ? O GÊNERO ENTREVISTA DE EMPREGO EM CURSOS LIVRES DE LÍNGUAS ». Universidade Federal de Santa Maria, 2005. http://repositorio.ufsm.br/handle/1/9774.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Researches on English teachers of private language courses evolving issues related to the teaching education as well as to the teaching practice (Gervai, 1996; Chimim, 2003) and focusing on the constitution of these professionals identity have pointed out the lack of criteria explicitly defined for those teachers selection. As a consequence, unlike other teaching contexts, the teachers profile of private language courses comprises teachers distinctively qualified, being the formal education in Letras only a feature among others possible. Concerning this profile, along the study, I intend to: 1) investigate the role of the job interview while an instrument of English teachers selection at private language courses in Santa Maria, based on the interviewers conceptions on the genre; 2) identify the market equirements in relation to the English teachers profile required nowadays by the contexts investigated. Thus, I intend to demonstrate the criteria considered indispensable for the selection of a given candidate as stated by the interviewers discourse. The development of this study comes from the presupposition that, being taken as an instrument of English teachers selection, the job interview points to the real market needs, which are materialized in its participants discourse. Therefore, an analysis on the interviewers representations concerning the discourse genre job interview has allowed me to identify the topics discussed along the event, analyze the roles assumed by its participants, and define the English teachers profile usually absorbed by four private language courses in Santa Maria.
Pesquisas sobre professores de Inglês de cursos livres de línguas, envolvendo questões relativas à formação e prática docentes (Gervai, 1996; Chimim, 2003), com enfoque na constituição da identidade desses profissionais, têm evidenciado a inexistência de critérios explicitamente definidos para a seleção desses professores. Resultado disso é que, diferente de outros contextos instrucionais, o quadro docente da escola de idiomas compreende professores distintamente qualificados, sendo a formação específica em Letras apenas uma característica dentre as demais possíveis. Diante desse quadro, nesta pesquisa, proponho-me a: 1) investigar o papel da entrevista de emprego, enquanto instrumento de seleção de professores de Inglês, em cursos livres de línguas de Santa Maria, a partir das concepções de entrevistadores; e 2) identificar as exigências do mercado de trabalho em relação ao perfil do professor de Inglês atualmente requerido nos contextos investigados. Nesse sentido, pretendo explicitar os critérios considerados indispensáveis à seleção de determinado candidato, conforme atesta o discurso de entrevistadores. A realização deste estudo parte do pressuposto de que, tomada como instrumento de seleção de professores de Inglês, no contexto de cursos livres de línguas, a entrevista de emprego aponta para as reais necessidades do mercado, as quais encontram-se materializadas no discurso dos participantes desse evento. Nesse sentido, a análise das representações de entrevistadores sobre o gênero discursivo entrevista de emprego possibilitou identificar os tópicos discutidos durante a interação, analisar os papéis assumidos pelos seus participantes e, além disso, definir o perfil do professor de Inglês geralmente absorvido por quatro cursos livres de línguas de Santa Maria.

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Sandén, Johanna. « You know who pop the most shit ? : A study of profanity and gender differences in modern pop music ». Thesis, Umeå universitet, Institutionen för språkstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173998.

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Are there any gender differences in how profanity is used in modern pop music in 2019? The purpose of this study was to analyse music lyrics with particular attention paid to frequency and profanity profiles between female and male artists. The corpus used in the investigation contains a total of 34 music lyrics equally divided between the genders and was collected from a Billboard chart called “Hot 100 Songs”. Although this sample was small and may not be representative of all modern pop music lyrics, trends in this data show that the female artists sampled from the Billboard chart actually use profanity more frequently than male artists, which is in contrast to previous research. Furthermore, the result shows that male and female artists have distinctive profiles regarding the types of profanity used. Female artists use the swear word bitch more frequently whereas male artists tent to use nigger with a greater frequency.

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Botelho, Maria Do Rozário de Lima. « Multiple intelligences theory in English language teaching : An analysis of current textbooks, materials and teachers’ perceptions ». Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1079466683.

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Cundick, Denisa Krizanova. « The Relationship Between Reported Out-of-Class English Use and Proficiency Gains in English ». Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2125.pdf.

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Thèses sur le sujet « Profilo linguistico »

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