Dissertations / Theses on the topic 'Conversational markers'

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Conversation is one of the most fundamental activities in verbal communication. When people engage in conversational exchanges, they transmit information, perform actions, establish and maintain social relationships, among other acts. Conversation is often unplanned, takes place in real time and involves reciprocity. This thesis presents the foundations of Discourse Analysis, Pragmatics and Conversation Analysis and details discourse, pragmatic and interactional phenomena which seem to be intertwined during face-to-face conversations. It then focuses on the second language learner by addressing Interlanguage Pragmatics and by critically revisiting communicative competence frameworks and definitions of conversational competence. It justifies and proposes a conversational competence model in L2 within a pragmatic domain, comprising three facets: the management of discourse, the negotiation of illocutionary meaning and the deployment of conversational practices. It includes corpus-based investigations of pragmatic markers which are prototypical of the proposed facets of conversational competence.A small specialised corpus of Brazilian learners´ oral production at CEFR B1 had been previously built for the purposes of this thesis. Spoken sub-corpora derived from “The BNC Sampler” and “The Diachronic Corpus of Present-Day Spoken English” were selected as British English benchmark corpora. The empirical chapters of this thesis examined the most common discourse marking adverbs used to mediate segments of discourse in conversations, the most common explicit and implicit adverbial hedges used to mitigate representative speech acts and the most common minimal response tokens used to express good listenership. The pragmatic markers chosen for investigation were “well”, “really”, “actually”, “maybe”, “probably”, “just’’, “yeah” and “uhuh”. It was concluded that the subjects of this study would benefit from pedagogical assistance for the acquisition of discourse markers in general, for the pragmatic functions of the adjuster “just” and for more varied forms to express good listenership. The markers “really” and “yeah” were employed, in their discourse and pragmatic functions, with adequate relative frequencies by the Brazilian learners. The adverb “maybe” was overused, signalling a tendency to use adverbial forms to express epistemic stance instead of modal verbs.
A conversa é uma das atividades mais básicas da comunicação verbal. Indivíduos transmitem informações, realizam ações, estabelecem e mantêm relações sociais, entre outros atos, ao engajarem-se em trocas conversacionais. A conversa geralmente não é planejada, ocorre em tempo real e envolve reciprocidade. Esta tese apresenta os fundamentos da Análise do Discurso, da Pragmática e da Análise da Conversa, detalhando fenômenos discursivos, pragmáticos e interacionais que entrelaçam-se durante conversas presenciais. A seguir, foca no aprendiz de línguas, abordando a Pragmática da Interlíngua e discutindo modelos de competência comunicativa e definições de competência conversacional. Esta tese justifica e propõe um modelo de competência conversational em segunda língua, no escopo da Pragmática, que constitui-se de três componentes: o gerenciamento do discurso, a negociação do significado ilocucionário e a implementação de práticas conversacionais. Este estudo inclui investigações, baseadas na Linguística de Corpus, de marcadores pragmáticos característicos dos componentes propostos. Visando os objetivos desta tese, criou-se um pequeno corpus especializado, com a produção oral de aprendizes brasileiros no nível CEFR B1. Subcorpora orais oriundos do “The BNC Sampler” e “The Diachronic Corpus of Present-Day Spoken English” foram empregados como corpora de referência de inglês britânico. Os capítulos empíricos desta tese analisaram os advérbios mais comuns utilizados para mediar segmentos de discurso em conversas, os "hedges" adverbiais explícitos e implícitos mais comuns utilizados para mitigar atos de fala representativos e as partículas de resposta mínimas utilizadas pelo interlocutor para expressar uma boa receptividade. As investigações enfocaram os marcadores pragmáticos “well”, “really”, “actually”, “maybe”, “probably”, “just’’, “yeah” e “uhuh”. Concluiu-se que os sujeitos deste estudo se beneficiariam de práticas pedagógicas visando a aquisição de marcadores de discurso em geral, das funções pragmáticas do ajustador "just" e de formas mais variadas para expressar uma boa receptividade. Os marcadores “really” e “yeah” foram empregados, em suas funções discursivas e pragmáticas, com frequências adequadas pelos aprendizes brasileiros. O advérbio "maybe" foi sobre-utilizado, sinalizando uma tendência para a utilização de formas adverbiais para expressar epistemicidade, ao invés de verbos modais.

The aim of this study is to offer a new perspective on both interpersonal communication andcomputer-mediated communication (CMC), by means of conducting a pragma-linguisticanalysis and comparison of a semi-threaded discussion forum and a fully threaded discussionforum; analysing features such as linguistic markers, dialogic listening, politeness, cooperation,elaborate or laconic greetings, farewell expressions and other conversational rituals. Aqualitative study was conducted, employing two methods of gathering data: (a) participantobservation and (b) document and material analysis. The major question for discussion in thisstudy is whether there are any differences with respect to linguistic and non-linguistic featuresbetween the semi-threaded and fully threaded forums? The study concludes that there aredifferences in linguistic and non-linguistic features between semi-threaded and fully threadedforums, but these differences are minimal and can more likely be attributed to the forum subjectmatter and social context than to the forum structure itself.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
A presente pesquisa apresenta uma anÃlise da conversaÃÃo de pessoas com transtornos mentais enfocando trÃs aspectos principais: um que investiga os marcadores conversacionais, outro que procura verificar como os participantes da conversaÃÃo interagem uns com os outros e finalmente um que analisa o fenÃmeno de relevÃncia. Para compreender a conversaÃÃo de pessoas com transtornos mentais, analisamos as conversas de trinta e cinco sujeitos, pacientes do Centro de AtenÃÃo de Quixadà (CAPS) nos anos de 1998, 1999 e 2000. Pela interpretaÃÃo dos resultados, chegou-se à conclusÃo de que tanto em situaÃÃes de surto como de nÃo surto, as pessoas com transtornos mentais dÃo seqÃÃncia aos turnos que exigem a formaÃÃo obrigatÃria e nÃo cancelÃvel de um par adjacente, usam mais sinais conversacionais pÃs-posicionados e utilizam mais os marcadores conversacionais convergentes e indagativos do que os divergentes. Confirmou-se tambÃm a hipÃtese de que em situaÃÃes de surto, essas pessoas apresentam um comprometimento maior no fenÃmeno da relevÃncia do que quando nÃo estÃo em surto. O estudo ressalta, ainda, que as conversas de pessoas com transtornos mentais contÃm elementos coerentes e relevantes, possibilitando reflexÃes sobre as concepÃÃes que defendem o isolamento dessas pessoas por as conceberem totalmente incapazes de um convÃvio social
This research presents an analysis of the conversation of mentally disturbed people focusing on three main aspects: it investigates the conversational markers used in their interactions, it verifies how conversation participants interact with one another and, finally, it analyses the relevance phenomenon. In order to reach our aim, we have analysed the conversation of thirty-five patients of the Centro de AtenÃÃo (CAPS) of QuixadÃ, in Brazilâs northeastern state of Cearà who had their conversations recorded during 1988, 1999 and 2000. The results of the analysis have indicated that both in periods of onset or not, mentally disturbed people give continuation to conversational turns that require the mandatory formation of na adjacency pair, use more post-positioned conversational signals than pre-positioned ones, and utilize more converging and enquiring conversational markers than diverging ones. The hypothesis that, when in crises, the conversation of mentally disturbed people present a greater weakening of the relevance phenomenon has also been confirmed. The study highlights that the conversation of such people is, to some extent, coherent and relevant. This fact calls for a revision as regards the conceptions that defend the isolation of these people by preconceiving them unable of social interaction

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This study aims to identify markers and conversational strategies used by the characters in the dialogue of fiction. We use excerpts taken from the corpus selected for analysis of dialogue built, the novel The new, the storyteller mining Luiz Vilella. In the work, we highlight the schemes used by the characters in different communicative situations and observe the rich set of examples of typical variations of oral language. The corpus is not a transcript, but replaces the recordings of conversations in natural situations. Constructions of lines of characters created by Vilela, often approaching the reality spoken language of the reader. Vilela transmits information regarding the interaction process for the construction of his dialogues, transforming its texts into excellent source of study of conversation through written texts
Este estudo tem por finalidade identificar marcadores e estratégias conversacionais utilizadas pelas personagens no diálogo de ficção. Utilizamos trechos retirados do corpus selecionado para análise do diálogo construído, do romance Os novos, do contista mineiro Luiz Vilella. Na obra, podemos destacar os esquemas utilizados pelas personagens em diferentes situações de comunicação e observar o rico exemplário de variações típicas da linguagem oral. O corpus não representa uma transcrição, mas substitui as gravações de conversações em situações naturais. As construções das falas das personagens criadas por Vilela, muitas vezes se aproximam da realidade linguística falada do leitor. Vilela transmite informações inerentes ao processo interacional para a construção de seus diálogos, transformando seus textos em excelente fonte de estudo da conversação por meio de textos escritos

Entende-se por gramaticalização a passagem de um item lexical para um item gramatical, ou de um menos gramatical para um mais gramatical. Vinculando este trabalho ao arcabouço teórico da Gramaticalização numa abordagem funcionalista, discutimos a mudança lingüística empreendida pelo verbo esperar até alcançar seu padrão funcional de marcador conversacional sob forma da expressão espera aí. Como ponto de partida, elegemos uma amostra do falar culto paulista a partir de materiais provenientes do acervo CAPH (Centro de Apoio à Pesquisa em História FFLCH-USP), da midiateca do IEA (Instituto de Estudos Avançados-USP) e de entrevistas já organizadas pela equipe do Projeto NURC/SP (Projeto Norma Urbana Culta de São Paulo). Evidenciamos o papel discursivo do interlocutor como gatilho para a emergência do padrão funcional mais inovador. Esta dissertação vincula-se ao Grupo de Pesquisa Mudança Gramatical do Português Gramaticalização (CNPq-USP).
It is assumed that grammaticalization is the passage from a lexical to a grammatical item or from a less grammatical to a more grammatical one. We link this research to a theoretical framework of the Grammaticalization in a functionalist approach, we also argue about the linguistic change undertaken by the verb esperar (wait) until it reaches its functional standard of a conversational marker that is formed by the expression espera aí. A starting point, we elect a sample of the Paulistas (from São Paulo) standard spoken language material proceeding from the CAPH (Center of Support to the Research in History - FFLCH-USP), from the midia-library of the IEA (Institute of Advanced Studies) and the Project NURC/SP (Project Cultured Urban Norm of São Paulo) organized interviews. We evidence the discursive role of the interlocutor as the trigger for the rising of the more innovative functional standard. This dissertation is linked to the Group to Research Portuguese Grammatical Change - Grammaticalization (CNPq-USP).

SANTOS, Letícia Adriana Pires Ferreira dos. A conversação de pessoas com transtornos mentais: um estudo dos turnos conversacionais, dos marcadores e do fenômeno da relevância. 2001. 213f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2001.
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This research presents an analysis of the conversation of mentally disturbed people focusing on three main aspects: it investigates the conversational markers used in their interactions, it verifies how conversation participants interact with one another and, finally, it analyses the relevance phenomenon. In order to reach our aim, we have analysed the conversation of thirty-five patients of the Centro de Atenção (CAPS) of Quixadá, in Brazil’s northeastern state of Ceará who had their conversations recorded during 1988, 1999 and 2000. The results of the analysis have indicated that both in periods of onset or not, mentally disturbed people give continuation to conversational turns that require the mandatory formation of na adjacency pair, use more post-positioned conversational signals than pre-positioned ones, and utilize more converging and enquiring conversational markers than diverging ones. The hypothesis that, when in crises, the conversation of mentally disturbed people present a greater weakening of the relevance phenomenon has also been confirmed. The study highlights that the conversation of such people is, to some extent, coherent and relevant. This fact calls for a revision as regards the conceptions that defend the isolation of these people by preconceiving them unable of social interaction
A presente pesquisa apresenta uma análise da conversação de pessoas com transtornos mentais enfocando três aspectos principais: um que investiga os marcadores conversacionais, outro que procura verificar como os participantes da conversação interagem uns com os outros e finalmente um que analisa o fenômeno de relevância. Para compreender a conversação de pessoas com transtornos mentais, analisamos as conversas de trinta e cinco sujeitos, pacientes do Centro de Atenção de Quixadá (CAPS) nos anos de 1998, 1999 e 2000. Pela interpretação dos resultados, chegou-se à conclusão de que tanto em situações de surto como de não surto, as pessoas com transtornos mentais dão seqüência aos turnos que exigem a formação obrigatória e não cancelável de um par adjacente, usam mais sinais conversacionais pós-posicionados e utilizam mais os marcadores conversacionais convergentes e indagativos do que os divergentes. Confirmou-se também a hipótese de que em situações de surto, essas pessoas apresentam um comprometimento maior no fenômeno da relevância do que quando não estão em surto. O estudo ressalta, ainda, que as conversas de pessoas com transtornos mentais contêm elementos coerentes e relevantes, possibilitando reflexões sobre as concepções que defendem o isolamento dessas pessoas por as conceberem totalmente incapazes de um convívio social

This study investigates the acquisition and use of metadiscourse markers in learners/users of L2 Spanish and the role these markers play in the development of fluency and conversational participation during a five-month stay in Spain as exchange students of business administration. The study has been conducted in three steps. The first part focuses on the theory and categorization of metadiscourse markers, followed by an analysis of the use and development of these markers in learners of L2 Spanish. The second part deals with the categorization and operationalization of aspects of fluency and conversational participation that can be associated with the use of metadiscourse markers; followed by an analysis of these aspects in the performance of the learners. The third part of the study is a summary of the results obtained and a discussion of the relationship between the use of metadiscourse markers and the development of fluency and conversational participation. The data underlying the current study consists of a selection of 17 recorded conversations between learners of L2 Spanish and native speakers of Spanish taken from the AKSAM database. The conversations belong in two activity types: discussions and simulated negotiations. The selected sample has a duration of approx. 10 hours and comprises 87 683 words. The study focuses on nine learners who have been recorded at the beginning and at the end of their five month study-abroad stay. Results show that frequency of use of metadiscourse markers has increased considerably at the end of the stay in the majority of the learners under study. A qualitative development can also be found, through which the metadiscourse markers that characterize the learners’ L1 and/or interlanguage have been substituted by more target-like expressions. Furthermore, both their fluency and level of conversational participation have generally increased. Within this development, however, a notable individual variation can be found. The learners who show the strongest development as regards fluency and conversational participation are also found to exhibit the most salient development of metadiscourse markers. Since disfluency is reduced to a lesser degree in those participants who also exhibit a less developed use of metadiscourse markers, it is argued that the development of metadiscourse markers in the L2 learner runs parallel to the development of discourse skills, but also that acquiring an adequate use of metadiscourse markers helps developing these skills.

O projeto NURC surge no Brasil para estabelecer amostras da norma culta falada em cinco grandes capitais brasileiras. Fundamenta-se na pragmática, a conversação entre os falantes é analisada e os resultados desta análise desvendam os elementos típicos da oralidade. Um dos elementos mais estudados tem sido os marcadores conversacionais ou discursivos. Estes são relevantes para a coesão e coerência do texto falado. A partir do estudo sobre a norma culta, averiguamos a presença dos marcadores conversacionais na língua falada no Paraguai, o guarani jopará. Trata-se de uma língua que se mistura com o espanhol. São encontradas grandes mesclas lingüísticas que se evidenciam também nos marcadores conversacionais. Este trabalho visa, portanto, apresentar alguns marcadores conversacionais presentes no corpus e estabelecer suas funções dentro do contexto interacional do ato comunicativo. Visa também apresentar os marcadores conversacionais responsáveis pelos encadeamentos entre os super-tópicos e tópicos do texto oral.
The project NURC was created in Brazil as an attempt to establish samples of educated spoken language. Relying on pragmatics, the speakers conversations are analysed and the results shows an increasing number of typical elements of oral language. One of the most frequently studied elements has been the conversational or discursive markers, essential for cohesion and coherence of spoken text. We research the conversational markers in the language spoken in Paraguai: The Guarani jopará. It is a language that is mixed with Spanish. Is possible to find a lot of linguistic mixing in the guarani jopará conversational markers too. Therefore, this study aimed at presenting some conversational markers founded in the corpus and defining their functions within the interaction context of the communicative act.

The present study is framed within the methodology of Conversation Analysis (CA). It uses naturally occurring interactions in Mexican Spanish to investigate six Spanish particles: turn-initial no, pues, 0 sea, oye, ah, and ay. These particles are treated as sequential markers (SMs). That is, the analysis focuses on the sequential and social implications of these particles in interaction. The questions that this thesis aims to answer are: what do speakers do when deploying these SMs in terms of actions in talk, and what do these SMs do to the structure of the interaction or/and to the interactional activity? To answer these question, each SM is examined individually and their examination is carried out in very specific type of sequences or interactional environments: turn-initial no is analysed in assessment sequences and in environments of activity transition. Pues is analysed when it prefaces the answer to a question or a request or an agreement; and when pues is deployed at the end of a turn. 0 sea is examined in environments of repair and topic shift. Oye is analysed in sequential contexts that shape the structure of conversation, and when it is deployed at the end of a turn. Ah is examined in informing sequences and in three different sequential contexts where speakers display remembering. Finally, ay is analysed with relation to the talk that precedes it. This study attempts to illustrate how SMs are significant features of the organization of talk and the accomplishment of actions in interaction. It proposes an alternative approach, i.e. CA, to the study of Spanish particles - so called marcadores del discurso (,discourse markers'). And it aims to initiate the investigation of Spanish interactions using CA as a framework.

Cette thèse analyse la transition topicale en anglais américain à l’aide d’un corpus audio de conversations spontanées entre proches. L’objet d’étude principal est l’action interactionnelle qui consiste à changer de topique discursif, ainsi que les diverses stratégies linguistiques que les participants ont à leur disposition. Trois modalités de marquage sont prises en compte : les questions, les marqueurs de discours, et le registre de la voix. Chaque modalité est analysée pour sa contribution individuelle, ainsi que pour les associations avec d’autres modalités qu’elle peut occasionner. Se pencher sur différentes modalités de marquage crée une vue d’ensemble composite de l’influence que la trajectoire topicale d’une conversation a sur sa grammaire et sa prosodie. Dans le cadre d’une approche mixte mêlant analyses qualitatives et quantitatives, cette étude se situe à la croisée de plusieurs cadres théoriques, empruntant tant à l’analyse conversationnelle et à la linguistique interactionnelle pour l’analyse qualitative située, qu’à la linguistique de corpus de par ses méthodes quantitatives telles que le codage systématique des données et le recours aux statistiques. Ce projet multi-domaines est complété par une comparaison entre conversations typiques et atypiques. Les personnes schizophrènes peuvent connaître des difficultés dans la gestion des topiques d’une conversation, ce qui peut occasionner des transitions non-canoniques. Comparer ce type de données à celles de participants typiques apporte un éclairage supplémentaire sur certaines des attentes, préférences et standards, par ailleurs moins visibles lorsque la transition topicale est plus aisée
The research presented in this dissertation analyzes topic transition in American English interaction, focusing on audio recordings of spontaneous conversations between friends and relatives. The main object of inquiry is the interactional action of transitioning to a new discourse topic, as well as the different linguistic strategies that participants have at their disposal. Three main types of cues are investigated: questions, discourse markers, and pitch register. Each type of cue is analyzed for its individual contribution to topic transition design, as well as for the way it can combine with, supplement, or contradict other cues. Analyzing different types of cues – verbal and prosodic – creates a composite picture of the various ways in which the topic trajectory of a conversation shapes its grammar – including its prosody. This study uses a mixed-methods approach which draws on the qualitative-oriented theoretical frameworks of Conversation Analysis and Interactional Linguistics, combining them with quantitative methods used in Corpus Linguistics, such as systematic coding and statistics. This multi-domain account is completed by elaborating a comparison between typical and atypical interactions. Persons suffering from schizophrenia can experience difficulties in managing the topics of a conversation, and they can produce non-canonical transitions. Comparing their data with that of typical participants thus sheds light on some of the expectations, preferences and standard formats which can otherwise remain hidden when topic transition goes smoothly

Esta monografia tem por objetivo registrar e analisar os primeiros sintomas da atrição linguistica do português como L1. As informantes são brasileiras cultas, habitantes da cidade de Estocolmo há pelo menos oito anos e vivem um dia-a-dia bilíngüe, com a língua sueca como L2. É feita uma análise ligada ao desempenho lingüístico destas, referentes ao uso dos pronomes, dos marcadores conversacionais e uma análise do vocbulário usado pelas informantes. O corpus analisado consta de três entrevistas diversas com cada informante. Cinco itens são analisados de formas diferentes: os sujeitos pronominais são comparados ao uso dos mesmos por brasileiros nativos em uma análise quantitativa; os marcadores conversacionais são estudados com o intuito de verificar se há atrição na fluência do discurso das informantes; é verificado se há uma influência direta da L2 quanto ao uso do verbo no subjuntivo; são analisados os equívocos relacionados ao uso de preposições, se estes estão ligados à influência de L2; por fim, uma análise das diferentes formas da atrito lexical que surgem no material resgistrado. É registrada atrição lingüística nos itens referentes aos marcadores conversacionais, nos erros ligados à preposição em o nos exemplos da atrito lexical.

This study investigates how the two pragmatic markers 'I mean' and 'you know' are used by Chinese EFL learners as compared to British speakers. To describe how these two markers by used by the Chinese learners, this study first investigates how they are used in the British speakers’ data. To obtain a finer picture of how they are used by the native speakers, the interpretation of their pragmatic meanings is open to all plausible explanations instead of being confined to one single theory or framework. As a result, this study sets up its own categories and comes up with much longer function lists than previous studies. In addition, a new framework is proposed. Following the completion of a detailed description of the pragmatic functions of I mean and you know, a detailed and systemic comparison between them in terms of the specific functions they play and their positioning are carried out on the grounds that these two markers are analyzed by following the same approach in the same data set. By highlighting the similarities and differences between them and explaining why, the comparison improves our understanding how they relate to each other in conversation. Compared to the British speakers, the Chinese learners show different patterns of I mean and you know in their L2 English. The main features of the learners’ uses of I mean and you know are: firstly, I mean is markedly under-represented and less pragmatized while you know is markedly over-represented and more pragmatized; secondly, both I mean and you know are used in more restricted contexts; finally, the pragmatic functions of I mean are more evenly distributed while you know heavily depends on a very small number of functions. Since I mean and you know are very unlikely to be taught in the classroom, the accounting for the patterns of them in the learners’ data is approached from the perspective of second language acquisition. This study follows the assumption that learners’ L2 production can be seen as the result of the interaction of all potential factors and the importance of a certain factor varies from one L2 phenomenon to another. The analysis seems to suggest that the learners’ uses of I mean are greatly influenced by the congruence between the pragmatic meaning and semantic meaning of I mean while the learners’ uses of you know are mainly affected by L1 influence. Other factors that seem to have impact on the production of both markers include the tasks performed by the learners and the learners’ proficiency level.

The use of the expectation marker actually in spoken conversation is an interesting topic. This study investigates the different functions of actually and the importance of context in eight spoken conversations from the Santa Barbara Corpus of Spoken American English. The chosen conversations are different when it comes to social factors like the participants’ age or gender. The interactions are studied using Karin Aijmer’s suggested functions of actually. Aijmer divides the expectation marker into two major functions: contrastive and emphatic. Basically, the contrastive actually functions as an opposition between points of views, and the empathic actually is used to justify or explain an earlier statement. The method used for the study is of a qualitative character as I study the interactions thoroughly both by listening to the conversations as well as studying the available transcript versions of the interactions. Overall, the study shows that emphatic actually is most common in the data used, and it is mainly used to explain or justify something or as a marker of a participant’s style of speech. In other words, actually is more often used as a way to underline an utterance rather than to correct or make a contrast to another participant’s statement. Actually is often used as a marker of style, a way for a speaker to signal or mark a specific style of speech. All of the conversations are taken from everyday life and should therefore be considered unprepared. When it comes to context it seems as if actually is more frequently used in conversations between participants close in age and who are involved in a closer sort of relationship, for example cousins or a couple in a love relationship. As for gender, actually is used by both women and by men.

This study is about the use of three Discourse Markers (henceforth DMs) in news interviews. It is an attempt to demonstrate how well, you know and I mean are employed in news interviews. It also shows what participants accomplish using the DMs as rhetorical devices.

This thesis is concerned with the analysis of talk in a corpus of German market research focus groups. The nature of interaction taking place in these focus groups is studied from a conversation-analytic and discourse-analytic perspective.

Cette thèse aborde la reformulation dans des discussions entre jeunes Libanais francophones. Après une approche lexicologique de formuler/reformuler/reformulation qui vise à faire émerger leurs spécificités par rapport à dire/redire, énoncer/réénoncer, etc., et une tentative de trouver une unité à l'objet discursif qu'est la reformulation, une double approche des reformulations du corpus est engagée. La première, linguistique, dresse une typologie de ce phénomène dans le corpus. Se voulant globale, elle prend en compte des critères linguistiques (phonologique, sémantique, lexical, morphosyntaxiques) et d'autres qui relèvent de la dimension interactive dans laquelle s'inscrivent les reformulations (instances, initiation et rôle de la reformulation dans le discours). Le principal apport de cette approche qualitative et quantitative est d'avoir montré l'aspect central de la morphosyntaxe dans le marquage des reformulations nuançant ainsi les approches du phénomène à travers les marqueurs lexicaux et les connecteurs. La deuxième approche se centre sur les locuteurs et sur leur statut de non-natifs en s'interrogeant sur le potentiel des reformulations à nous renseigner sur leur compétence de communication. De plus, le travail se penche sur des phénomènes de contacts de langues dans le cadre de l'activité reformulatoire des locuteurs dans le corpus. Cette thèse se consacre enfin, dans le cadre théorique de la grammaticalisation/pragmaticalisation, à l'étude d'un marqueur discursif du dialecte libanais "jæʕne" qui fait irruption dans le discours des locuteurs et témoigne, entre autres emplois, de celui de marqueur de reformulation. Les emplois de jæʕne sont considérés aussi comme des phénomènes de contacts de langue d'une part dans le cadre d'alternance codique et d'autre part, à travers des calques opérés par les locuteurs sur c'est-à-dire.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
A nossa pesquisa teve por objetivo geral analisar a utilizaÃÃo dos marcadores discursivos mais recorrentes na norma oral popular da cidade de Fortaleza, considerando os aspectos linguÃsticos (formais e funcionais), sociais (relativos ao sexo e ao tempo de escolaridade) e o aspecto interacional (relativo ao tipo de inquÃrito DIDdiÃlogo documentador â informante- documentador). As bases teÃricas que subsidiaram a anÃlise dos dados apoiaram-se na GramÃtica Funcional (Dik, 1997), na GramÃtica Discursivo-Funcional (Hengeveld; Makenzie, 2008), e nos pressupostos teÃricometodolÃgicos da AnÃlise da ConversaÃÃo (Said Ali, 1930; GÃlich, 1970; Pawley, 1973; Brow e Levison, 1978, Shiffrin, 1987; Fraser, 1987; Preti, 1987, Marcuschi, 1989; Risso; Silva; Urbano, 2006). A fim de investigarmos sobre as propriedades definidoras dos marcadores discursivos, fizemos um levantamento de 75 formas encontradas, no tipo de inquÃrito DID do corpus NORPOFOR (Norma popular de Fortaleza). Identificamos os marcadores discursivos mais frequentes na norma oral popular de Fortaleza, as principais funÃÃes, o condicionamento das caracterÃsticas associadas ao tipo de inquÃrito, as variÃveis sociais estabelecidas na pesquisa e, finalmente propomos um quadro com as propriedades identificadoras, porÃm nÃo absolutas, dos marcadores discursivos encontrados.
Our study aimed at analyzing the use of the most frequent discourse markers in the popular oral discourse of the city of Fortaleza, considering the linguistic aspects (formal and functional), social (pertaining to sex and length of schooling) and aspect interaction (on the type of investigation DID). The theoretical bases that supported the data analysis relied on Functional Grammar (Dik, 1997), on Functional Discourse Grammar (Hengeveld; Makenzie, 2008) and on the theoretical and methodological analysis Conversation (Said Ali, 1930; GÃlich, 1970; Pawley, 1973; Brown; Levison, 1978; Shiffrin, 1987; Fraser, 1987; Preti, 1987; Marcuschi, 1989; Risso; Silva; Urbano, 2006). In order to investigate the defining properties of discourse markes, we conducted a survey of 75 forms found in the type of survey DID corpus NORPOFOR (Norma Popular Fortaleza). We identify the most frequent discourse markers in oral discourse popular in Fortaleza, the principal functions, the conditioning of the characteristics associated with type of investigation, the social variables established in the research and finally we propose a framework with the identifier properties, but not absolute marker discursive matches.

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One of the factors that negatively interfere in text productions which are considered unsatisfying is the unfamiliarity, by writers, with the oral modality lexicogrammar which differs from that of the written modality and the fact that specific genres of speech require specific language choices. As a result and based on the fact that the oral modality is acquired before the written modality, it is not surprising that several features of the oral text end up permeating the written text, marking it with oral nuances. One of such features concerns the discourse markers (DMs). By the way, there is much controversy about the meaning of the expression discourse markers . Thus, to Taboada (2006), the first difficulty concerning the DMs is exactly defining what they are and what to call them. Hempel e Degand (2008) have studied such markers which they name frame marker or organization metadiscourse marker, based upon the textual metadiscourse classification (HYLAND; TSE, 2004: 169). Thompson and Thetela (1995), examining the interpersonal metafunction (HALLIDAY, 1994), propose to divide such metafunction into three functions: (a) personal, the writer´s stance; (b) interactional, the carrying of relations between reader and writer and (c) interactive, having tools that lead the reader through the text, thus considered as an interpersonal element. Halliday, however, would consider it part of the textual metafunction. The objective of this dissertation is examining the occurrences of organization textual discourse markers (TDMs) and interpersonal discourse markers (IDMs) in Portuguese in oral and written texts, according to Dafouz-Milne (2008), based on the classification of Hyland e and Tse (2004). Therefore, it must answer the following questions: (1) what are the TDMs and IDMs that mostly occur in the oral and written modalities? (2) How can these occurrences help to understand the syntax characteristics of these modalities? The corpus of this research is composed by an interview made by Projeto Nurc and by an opinion article published by Folha de São Paulo. The research is supported by Systemic Functional Linguistics, an approach that tries develop a theory about language as a social process and a methodology that allows a detailed description systematic description of the linguistic patterns
One of the factors that negatively interfere in text productions which are considered unsatisfying is the unfamiliarity, by writers, with the oral modality lexicogrammar which differs from that of the written modality and the fact that specific genres of speech require specific language choices. As a result and based on the fact that the oral modality is acquired before the written modality, it is not surprising that several features of the oral text end up permeating the written text, marking it with oral nuances. One of such features concerns the discourse markers (DMs). By the way, there is much controversy about the meaning of the expression discourse markers . Thus, to Taboada (2006), the first difficulty concerning the DMs is exactly defining what they are and what to call them. Hempel e Degand (2008) have studied such markers which they name frame marker or organization metadiscourse marker, based upon the textual metadiscourse classification (HYLAND; TSE, 2004: 169). Thompson and Thetela (1995), examining the interpersonal metafunction (HALLIDAY, 1994), propose to divide such metafunction into three functions: (a) personal, the writer´s stance; (b) interactional, the carrying of relations between reader and writer and (c) interactive, having tools that lead the reader through the text, thus considered as an interpersonal element. Halliday, however, would consider it part of the textual metafunction. The objective of this dissertation is examining the occurrences of organization textual discourse markers (TDMs) and interpersonal discourse markers (IDMs) in Portuguese in oral and written texts, according to Dafouz-Milne (2008), based on the classification of Hyland e and Tse (2004). Therefore, it must answer the following questions: (1) what are the TDMs and IDMs that mostly occur in the oral and written modalities? (2) How can these occurrences help to understand the syntax characteristics of these modalities? The corpus of this research is composed by an interview made by Projeto Nurc and by an opinion article published by Folha de São Paulo. The research is supported by Systemic Functional Linguistics, an approach that tries develop a theory about language as a social process and a methodology that allows a detailed description systematic description of the linguistic patterns

Cette thèse propose une analyse morphosyntaxique, prosodique et conversationnelle des marqueurs discursifs dans le débat présidentiel et dans le talkshow politique télévisuel. L’objet d’étude principal est le rôle des marqueurs discursifs dans la structuration séquentielle et dans l’organisation énonciative du débat présidentiel aux Etats-Unis. Les marqueurs discursifs, en corrélation avec la gestualité et l’intonation, participent considérablement à la construction de l’échange entre les différents participants au débat. Pour atteindre ses objectifs, cette thèse convoque plusieurs cadres théoriques traitant de l’oral spontané (la Macro et Micro-Grammaire de Benveniste 1990 et Berrendoner 1990, la Grammaire Fonctionnelle Dik 1997 ; la Grammaire Thétique de Kaltenbôck et al. 2011, la Théorie du Paragraphe Oral de Morel et Danon-boileau 1998) et met un accent particulier sur la Grammaire Emergente ou syntaxe cognitive d’Alexander Haselow 2015, 2016, 2017. Pour l’analyse, l’approche proposée par Haselow (2017) a été adoptée car elle émane de la prise en compte de toutes les autres approches citées plus haut tout en y ajoutant les théories cognitives.Sur le plan de l’organisation de l’interaction pendant le débat présidentiel ou les talkshows,les marqueurs discursifs, accompagnés de la gestualité et de l’intonation, jouent un rôle important dans la gestion des tours de parole et dans l’organisation séquentielle des actions. Sur le plan énonciatif, ils interviennent, accompagnés des gestes manuels et du regard, dans l’expression de l’emphase, de la reformulation et de l’opposition. Ils permettent également aux candidats d’attirer l’attention de leurs interlocuteurs dans le but d’introduire une justification, un changement d’optique, un discours rapporté, ou dans l’optique d’interrompre ces derniers, ou tout simplement pour rassurer les potentiels électeurs. Ils permettent aussi aux candidats d’anticiper ou de prendre en compte le point de vue de leur interlocuteurs (passifs ou actifs), en s’inscrivant ou en se positionnant dans une logique d’acceptation ou de rupture avec ces derniers
This thesis proposes a morphosyntactic, prosodic and conversational analysis of discourse markers in presidential debates and televised political talkshows in the United States of America. The main object of the study is the role of discourse markers in the sequential structuring and in the enunciative organisation of presidential debates in the United States of America. Discourse markers, in correlation with gestures and intonation, contribute significantly to the construction of the verbal exchange between the various participants in mediated political discourse. To achieve its goals, this thesis draws on several theoretical frameworks dealing with spontaneous speech (Benveniste and Berrendonner’s Macro and micro-grammar,Dik’s Functional Grammar; Kaltenbock et al. Thethical Grammar, Morel and Danon-Boileau’s Oral Paragraph theory) and lays a particular emphasis on Alexander Haselow's Emergent Grammar or Cognitive Syntax. For the analysis, the approach proposed by Haselow (2017) was adopted because it considers all the other approaches mentioned above and takes into account cognitive theories.Concerning the organisation of interaction during presidential debates or talkshows, discourse markers, accompanied by gestures and intonation, play an important role in the management of turn takings and in the sequential organization of actions. On the enunciative level, in correlation with manual gestures and gaze, they participate in expressing emphasis, reformulation and opposition. They also help candidates to draw the attention of their interlocutors in order to introduce a justification, a change of point of view, a reported speech, or with the aim of interrupting them. Discourse markers in presidential debates, also allow speakers to anticipate or consider the point of view of their interlocutors (passive or active) by positioning themselves in a logic of acceptance or opposition with them

Dans le cadre d’une approche conversationnelle ethnographiquement orientée, mon travail porte sur la coordination dans l’interaction téléphonique dans les appels au 15. Deux aspects de cette coordination sont explorés : (1) l’organisation de l’interrogatoire en formats séquentiels «Question-Réponse-Accusé de réception» ; (2) la coordination entre la production de ces formats séquentiels ternaires et l’interaction avec le dispositif informatique.Cette recherche a été rendue possible par la complexité des données audiovisuelles recueillies au Centre de Réception et de Régulation des Appels (CRRA) du Samu de Versailles(France). Collecte effectuée, après six mois d’observations, en étroite collaboration avec les divers acteurs du Samu. Le premier aspect de la coordination (1) propose une analyse des différentes actions accomplies par un « d’accord » (ou ses équivalents) émergeant après une réponse à une question posée à un appelant (pompier, ambulancier ou particulier) par la permanencière. L’appellation « Accusé de réception » est là pour moindre appât : cette réponse après une réponse revêt une grande richesse tant dans les dimensions prospective que rétrospective, vis-à-vis du travail effectué par les participants pour produire du savoir sur un problème médical, se coordonner pour avancer pas-à-pas, creuser, inférer, marquer des transitions dans l’échange. Le deuxième aspect de la coordination (2) rend compte de la complexité de l’activité de la permanencière qui doit, de façon synchronisée, à la fois s’engager dans un échange conversationnel, organiser la récolte d’informations sur le problème médical, et utiliser des objets tels que souris, clavier, cahiers
In the context of a Conversational Analysis approach ethnographically oriented, my work deals withcoordination in the telephonic interaction of calls made to the French medical emergency call («15»). Two aspects of this coordination are explored : (1) organization of the questioning in the following ternary sequential format « Question-Answer-Acknowledgement » ; (2) coordination between the production of these ternary sequential formats and their interaction with the computerized system.This research is based on audio-visual data gathered at the Center of Reception and Regulation of Calls (in French : CRRA) of the SAMU of Versailles (France).The first aspect of the coordination (1) proposes an analysis of the various actions accomplished through an « OK » ( « d’accord », or its equivalent) which is itself the result of a question put to a caller (fireman, ambulance staff or a private individual) by the CRRA call takers ( »permanencière » in French). This response after an answer presents a wealth of prospective and retrospective features, in terms of the work performed by the participants to obtain and gather informations about a medical problem, to ensure coordination in order to advance step-by-step, to investigate further, to infer, and to establish transitions in the interaction.The second aspect of the coordination (2) illustrates the complexity of the activities of the CCRA staff who must, in a synchronized manner, be engaged in an exchange of a conversational nature, and at the same time organize the gathering of information on the medical problem, while using objects such as a computer mouse, a keyboard, notebooks

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Street markets are socio-cultural phenomena that go beyond the commercial character, they are held in market squares weekly turning a continuum habit despite all changes introduced by capitalist system. In these places new relationship ways are made, stories are built in a web of conversations that connects a variety of people and situations. This research, like many others, went through doubts and methods that have been designed as long as I tried and changed my attitudes towards the field study. In this dissertation I narrated experiences lived while visiting Castelo Branco district street market, discussions that have permeated the master s program such as ways of thinking, how to do research, challenges, stories, conversations, questions, curiosities, in short, life experiences turned this research. There were many everyday life moments in loco trying to investigate practices and relationships among people who attend this place. The visit focused on Duquinha and Meire, fateiras newsstands traders, where stories were built, conversations and interactions watched that show the dynamics of fairs and their relationships. From this experience at the fair, some questions concerning the way the relations in our society were built highlighting the constitution of the individual and intimate subject, the formation of non-passage places and places of residence, the control of urban space and a way of understanding how human relationships are processed and meetings modulated. The street market was seen as a curious place to understand relationships in a specific urban area, a place full of tradition and biographies of its passers-by whose stories express a collective memory. This study aimed to observe how relationships between those who are part of Castelo Branco district fair. This study faces the problem of individuation in urban society and the process of fragmentation / homogenization between social groups, as it searches for meaning through the complexities of the trade processes and social relations in this urban marketplace territory. From these considerations, it was possible to understand a little about the universe of street markets, as well as the importance of openness to the unexpected of meetings and their opportunities to build relationships that mark so many lives in a unique way. t
A feira livre é um fenômeno sócio-cultural que vai além do caráter comercial, chama as pessoas a permanecerem em um local de passagem que se transforma semanalmente, construindo um costume que permanece apesar das mudanças na vida introduzidas na sociedade capitalista. Neste local se inventam modos de se relacionar, constroem-se histórias em meio a uma emaranhada rede conversas,que conecta uma diversidade de pessoas e situações. Esta pesquisa, como muitas,passou por dúvidas e percursos que foram se delineando na medida em que eu experimentava e transformava minha postura diante do campo. Narrei nesta dissertação as experiências vividas nas visitas à feira livre do bairro Castelo Branco, as discussões que perpassaram o mestrado como os modos de se fazer e pensar pesquisa, os desafios, as histórias, as conversas, as dúvidas, as curiosidades, enfim, conto da vida que se faz em pesquisa. Foram muitos os momentos de convivência com o cotidiano da feira querendo investigar as práticas e relações entre as pessoas que frequentavam esse lugar. As visitas na feira se concentraram nas bancas das fateiras Meire e Duquinha, onde se construíram histórias, observou-se conversas e interações que mostraram a dinamicidade desta feira e suas relações. Diante das experiências na feira, algumas questões que dizem respeito ao modo como as relações se construíram na nossa sociedade foram salientadas como a constituição do sujeito individual e intimista, a constituição de não-lugares de passagem e lugares de permanência, o controle do espaço urbano e um modo de compreender como as relações humanas são construídas e modulam encontros. A feira livre se mostrou um lugar curioso para compreender como se dão as relações num espaço urbano específico, carregado de tradição e biografias de seus habitantes cujas narrativas expressam uma memória coletiva. Esta pesquisa que teve por objetivo observar como se davam as relações entre aqueles que fazem parte da feira do bairro Castelo Branco. Este estudo importa ao enfrentamento da problemática da individualização na sociedade urbana e do processo de fragmentação/homogeneização entre grupos sociais, pois busca sentidos sobre as complexidades dos processos de trocas e relações sociais neste território urbano. A partir destas reflexões, foi possível compreender um pouco do universo da feira livre, bem como a importância da abertura para o inesperado dos encontros e suas oportunidades em construir relações que marcam tantas vidas de modo singular.

NASCIMENTO, Júlio César Dinoá do. Marcadores discursivos na norma oral popular de Fortaleza. 2010. 193f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2010.
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Our study aimed at analyzing the use of the most frequent discourse markers in the popular oral discourse of the city of Fortaleza, considering the linguistic aspects (formal and functional), social (pertaining to sex and length of schooling) and aspect interaction (on the type of investigation DID). The theoretical bases that supported the data analysis relied on Functional Grammar (Dik, 1997), on Functional Discourse Grammar (Hengeveld; Makenzie, 2008) and on the theoretical and methodological analysis Conversation (Said Ali, 1930; Gülich, 1970; Pawley, 1973; Brown; Levison, 1978; Shiffrin, 1987; Fraser, 1987; Preti, 1987; Marcuschi, 1989; Risso; Silva; Urbano, 2006). In order to investigate the defining properties of discourse markes, we conducted a survey of 75 forms found in the type of survey DID corpus NORPOFOR (Norma Popular Fortaleza). We identify the most frequent discourse markers in oral discourse popular in Fortaleza, the principal functions, the conditioning of the characteristics associated with type of investigation, the social variables established in the research and finally we propose a framework with the identifier properties, but not absolute marker discursive matches.
A nossa pesquisa teve por objetivo geral analisar a utilização dos marcadores discursivos mais recorrentes na norma oral popular da cidade de Fortaleza, considerando os aspectos linguísticos (formais e funcionais), sociais (relativos ao sexo e ao tempo de escolaridade) e o aspecto interacional (relativo ao tipo de inquérito DIDdiálogo documentador – informante- documentador). As bases teóricas que subsidiaram a análise dos dados apoiaram-se na Gramática Funcional (Dik, 1997), na Gramática Discursivo-Funcional (Hengeveld; Makenzie, 2008), e nos pressupostos teóricometodológicos da Análise da Conversação (Said Ali, 1930; Gülich, 1970; Pawley, 1973; Brow e Levison, 1978, Shiffrin, 1987; Fraser, 1987; Preti, 1987, Marcuschi, 1989; Risso; Silva; Urbano, 2006). A fim de investigarmos sobre as propriedades definidoras dos marcadores discursivos, fizemos um levantamento de 75 formas encontradas, no tipo de inquérito DID do corpus NORPOFOR (Norma popular de Fortaleza). Identificamos os marcadores discursivos mais frequentes na norma oral popular de Fortaleza, as principais funções, o condicionamento das características associadas ao tipo de inquérito, as variáveis sociais estabelecidas na pesquisa e, finalmente propomos um quadro com as propriedades identificadoras, porém não absolutas, dos marcadores discursivos encontrados.

In any human culture the telling of stories for representing past events is likely to have a centralplace. The aim of this dissertation is to describe storytelling among Swedish adolescents from astructural, interactional and functional perspective, and to demonstrate how the meaning of thestory is interactionally constructed. The material consists of a corpus of 258 stories taken from 30 hours of tape recordings of conversations between adolescents, aged 10-15, of both sexes, mostly in naturally occurring situations. The majority of the recordings were made in the late 80's and early 90's, while others datefrom 1974-1984. The study tries to combine the theoretical and methodological ideas of conversational analysis(CA) and sociolinguistic discourse analysis. The method is basically qualitative and the analysesare carried out through detailed scrutiny of pieces of recordings and transcriptions. The aspects ofstorytelling that arc studied include the way the stories are introduced and accounted for in the ongoing conversation, how they are designed by the teller in order to propose and make the listeneraccept a certain version of what happened, and how the listener through his contributions duringthe telling can accept, modify, reject and negotiate the meaning proposed by the teller. Another aspect studied is how the stories serve as means for self- and other-presentations. The results show that, both as tellers and listeners, Swedish adolescents make use of many different strategies to structure the telling and evaluate the story. These include verb tense, word orderand different kinds of discourse markers as well as highly emotional and dramatizing features suchas reported speech, onomatopoetic expressions and laughter. A very important evaluative deviceis the discourse marker ba. Dramatization is also found in many of the listener's contributions tothe telling. It is also shown that there are substantial differences between boys and girls, both in the use of (some of) these dramatizing features and in the way they construct and present themselves and others in the stories. This seems to be due to the fact that storytelling serves different functions in groups of boys and girls. Finally, it is argued that there are some indications of an ongoing change in the narrative style of Swedish adolescents.

Abstract This thesis examines how co-present participants manage intervening courses of action in social interaction. It is comprised of a summary and three original papers, which focus on 1) activity suspensions, in which participants temporarily suspend an ongoing activity in favour of an emergent, intervening course of action, and 2) activity resumptions, in which participants resume the suspended activity once the intervention has been dealt with. Using video-recorded, everyday interactions in English and Finnish as data and conversation analysis as the method, this study explores the complex relations between linguistic form, sequence organisation and body behaviour, and how these may work together to constitute activity suspensions and resumptions in interaction. The thesis identifies recurrent multimodal practices that participants use and orient to when they negotiate transitions into, and out of, intervening courses of action in two different environments, namely in conversational (story)tellings and in ‘multiactivity’ situations (in which participants become involved in more than one activity at the same time). Importantly, the study shows how the body provides a powerful resource for projecting and negotiating these transitions subtly and flexibly, thus enabling participants to maintain a smooth flow of interaction and activities and to avoid overt interactional conflicts in the face of discontinuities and abrupt changes in unfolding interaction. The study provides new information on the construction of activity suspensions and resumptions in interaction by describing them holistically, as linguistic, prosodic and embodied accomplishments. It also sheds new light on some of the practices involved in how participants coordinate their activities and involvements in situations in which multiple relevancies may be at stake
Tiivistelmä Tutkimuksessani tarkastelen vuorovaikutuksen keinoja, joiden avulla osallistujat käsittelevät keskeytyksiä sosiaalisessa vuorovaikutuksessa. Tutkimus koostuu yhteenveto-osuudesta ja kolmesta artikkelista, jotka tarkastelevat kahta siirtymäkohtaa: 1) keskeyttävien toimintajaksojen aloitusta, eli meneillään olevan toimintalinjan keskeytymistä toisen vuoksi, ja 2) keskeytyneeseen toimintaan paluuta sen jälkeen kun kilpaileva toimintalinja on saatettu päätökseen. Aineisto koostuu videoiduista englannin- ja suomenkielisistä arkikeskusteluista, joita tutkin keskustelunanalyyttista menetelmää käyttäen. Kuvaan työssäni kielellisen muodon, toimintajaksojen ja kehonkäytänteiden välisiä kompleksisia suhteita ja yhteispeliä keskeytymisen ja paluun rakentumisessa. Aineistossa esiintyy systemaattisia, multimodaalisia käytänteitä, joiden avulla osallistujat neuvottelevat ja merkitsevät meneillään olevan ja keskeyttävän toimintalinjan välisiä siirtymiä kahdessa eri kontekstissa: kerrontavuoroissa ja monitoimintatilanteissa, eli tilanteissa, joissa on meneillään useampi yhtäaikainen toimintajakso. Yksi keskeisimmistä havainnoistani on, että kehon resurssit ovat tärkeässä roolissa näissä siirtymissä, sillä ne mahdollistavat osallistujien välisen neuvottelun hienovaraisin keinoin ja tulevaa siirtymää ennakoiden ja pitävät näin yllä sujuvaa vuorovaikutuksen kulkua myös disjunktiivisten ja ennakoimattomien toimintalinjojen lomassa. Tutkimukseni tuottaa uutta tietoa keskeyttävistä toimintajaksoista ja paluukäytänteistä holistisella lähestymistavallaan eli tarkastelemalla niitä kielellisesti, prosodisesti ja kehollisesti rakentuvina kokonaisuuksina. Lisäksi se tarjoaa uuden näkökulman osallistujien neuvottelukäytänteisiin tilanteissa, joissa nämä koordinoivat toimintaansa ja osallistujuuttaan useamman meneillään olevan toimintalinjan kesken

The interest in social robots has grown dramatically in the last decade. Several studies have investigated the potential markets for such robots and how to enhance their human-like abilities. Both of these subjects have been investigated in this thesis using the company Furhat Robotics, and their robot Furhat, as a case study. This paper explores how machine learning could be used to classify dialogue acts in human-robot conversations, which could help Furhat interact in a more human-like way. Dialogue acts are acts of natural speech, such as questions or statements. Several variables and their impact on the classification of dialogue acts were tested. The results showed that a combination of some of these variables could classify 73 % of all the dialogue acts correctly. Furthermore, this paper analyzes the market for social robots which are used for education, where human-like abilities are preferable. A literature study and an interview were conducted. The market was then analyzed using a SWOT-matrix and Porter’s Five Forces. Although the study showed that the mentioned market could be a suitable target for Furhat Robotics, there are several threats and obstacles that should be taken into account before entering the market.
Intresset för sociala robotar har ökat drastiskt under det senaste årtiondet. Ett flertal studier har undersökt hur man kan förbättra robotars mänskliga färdigheter. Vidare har studier undersökt potentiella marknader för sådana robotar. Båda dessa aspekter har studerats i denna rapport med företaget Furhat Robotics, och deras robot Furhat, som en fallstudie. Mer specifikt undersöker denna rapport hur maskininlärning kan användas för att klassificera talhandlingar i människa-robot- konversationer, vilket skulle kunna hjälpa Furhat att interagera på ett mer mänskligt sätt. Talhandlingar är indelningar av naturligt språk i olika handlingar, såsom frågor och påståenden. Flertalet variabler och deras inverkan på klassificeringen av talhandlingar testades i studien. Resultatet visade att en kombination av några av dessa variabler kunde klassificera 73 % av alla talhandlingar korrekt. Vidare analyserar denna rapport marknaden för sociala robotar inom utbildning, där mänskliga färdigheter är att föredra. En litteraturstudie och en intervju gjordes. Marknaden analyserades sedan med hjälp av en SWOT-matris och Porters femkraftsmodell. Fastän studien visade att den ovannämnda marknaden skulle kunna vara lämplig för Furhat Robotics finns ett flertal hot och hinder som företaget måste ta hänsyn till innan de tar sig in på marknaden.

A conversação é fonte de grande parte de nossa noção de ordem social e, além disso, apresenta sua própria ordem e manifesta um senso próprio de estrutura. Ao interagirem através da conversação, as pessoas recorrem a procedimentos regulares através dos quais tornam explícitas as marcas de planejamento de seu discurso e as estratégias de gestão dos turnos de conversação, das relações estabelecidas e da interação verbal em si. A língua, portanto, não pode ser considerada simplesmente um código de comunicação, mas sim um meio através do qual atuam sujeitos que manifestam suas ideias sobre o mundo real e sobre seu próprio mundo interior, expressam seus papéis sociais e sua personalidade em um determinado contexto e, ainda, por mecanismos metalinguísticos, estabelecem relações de coesão e coerência nos seus próprios textos através dos vínculos que a linguagem verbal estabelece com ela mesma. Nesse processo, os marcadores discursivos (MD) exercem papel de extrema importância porque possibilitam e fazem funcionar mecanismos de atuação e manifestação dos sujeitos da enunciação. Entretanto, uma análise atenta dos materiais utilizados para o ensino de Português- Língua Estrangeira (PLE) no Brasil revelará que as situações de conversação a que são expostos os alunos pouco se utilizam desses elementos e processos típicos da interação verbal e acabam por prender-se à sintaxe do português culto escrito. Como resultado ao contrário de materiais didáticos de outros idiomas como o inglês, o espanhol e o francês, por exemplo os materiais de PLE incorrem na falha de não equiparem os estrangeiros com ferramentas tais que os possibilitem interagir com falantes de português em situações reais de conversação. Tendo como arcabouço teórico a Análise da Conversação, este trabalho apresenta a importância da presença dos processos da conversação no ensino de língua estrangeira e propõe quatro níveis de exploração dos MD com vistas a construir nos estrangeiros aprendizes de português uma real competência comunicativa e sociocultural.
A great deal of our sense of social order stems from conversation, which in turn has its own order and works according to its own rules of structure. As they interact through conversation, people resort to regular procedures to produce explicit marks of discourse planning along with strategies for managing turn-taking, established relationships and oral interaction itself. Therefore, language should not be considered merely as a communication code, but rather a means through which subjects can play an active role while manifesting their ideas about the real world and their own inner world, and expressing their social roles and personality within a given framework. These subjects also engage in metalinguistic mechanisms to create cohesion and coherence relationships as oral language refers to itself in discourse. Discourse markers play a fundamental role in this process because they enable subjects to act and manifest their own selves while producing utterances. However, a close look at the materials currently used for teaching Portuguese as a Foreign Language (PFL) will show that the conversation instances to which PFL students are exposed seldom use these elements and processes so typical of oral interaction. As opposed to other foreign language materials such as English, Spanish and French, PFL materials tend to insist on forms that reflect educated written Portuguese syntax. As a result, PFL material fail to provide foreigners with useful tools to interact with Portuguese speakers in real conversation. This paper highlights the importance of exploring conversation in foreign language teaching on the basis of Conversation Analysis theories. It also suggests four levels in which discourse markers can be explored in order to enable PFL students to build up effective communicative and sociocultural competence.

Muchos son los estudios que se han ocupado de estudiar las interacciones orales en primeras lenguas y en algunas lenguas adicionales. Sin embargo, son menos los trabajos empíricos que se ocupan de cómo se gestionan las interacciones orales en actividades en clase de lengua adicional. Esta tesis tiene como objetivo analizar la competencia interaccional de estudiantes de ELE, observando qué recursos emplean para gestionar la interacción en distintas actividades en el aula. En las actividades se analizan las alternancias de turno, los tipos de turno, los exponentes pragmático-discursivos en las alternancias de turno y en los turnos de apoyo, y las secuencias de colaboración. Para ello, se recogen un total 24 interacciones, divididas en tres tipos de actividades: relatos, discusiones abiertas y discusiones para lograr acuerdos, que se analizan principalmente desde una aproximación al Análisis de la Conversación. Los resultados indican que los estudiantes utilizan diferentes recursos discursivos para gestionar las interacciones orales en las actividades y que los adaptan a los distintos géneros discursivos objeto de estudio. Estos resultados permiten señalar algunas necesidades de aprendizaje en la interacción oral, principalmente: aumentar el uso y la variedad de los exponentes pragmático-discursivos y dotar a los estudiantes de herramientas para reducir la aparición de silencios.
Molts són els estudis que s'han ocupat d'estudiar les interaccions orals en primeres llengües i en algunes llengües estrangeres. No obstant això, són menys els treballs empírics que s’ocupen de com es gestionen les interaccions orals en activitats a classe de llengua addicional. Aquesta tesi té com a objectiu analitzar la competència interaccional d'estudiants d'espanyol com a llengua estrangera, observant quins recursos fan servir per gestionar la interacció en diferents activitats a l'aula. Les activitats que s'estudien són relats, discussions obertes i discussions per aconseguir acords. S'analitzen les alternances de torn, els tipus de torn, els exponents pragmàtic-discursius en les alternances de torn i en els torns de suport, i les seqüències de col·laboració. Per l’anàlisi, es recullen un total 24 interaccions de tres tipus de gèneres discursius que s’estudien principalment des d'una aproximació a l'Anàlisi de la Conversa. Els resultats indiquen que els estudiants utilitzen diferents recursos discursius per gestionar les interaccions orals en les activitats a l'aula i que els adapten als diferents gèneres discursius objecte d'estudi. Aquests resultats permeten assenyalar algunes necessitats d'aprenentatge en la interacció oral, principalment: augmentar l'ús i la varietat dels exponents pragmàtic-discursius i dotar els estudiants d'eines per reduir l'aparició de silencis.
A considerable amount of literature has studied oral interactions in first languages and in some second languages. However, there are fewer empirical works dealing with how oral interactions are managed in tasks in second language class. This thesis aims to analyze the interactional competence of Spanish as a second language students, observing what resources they use to manage different oral interaction activities in the classroom. The activities that are studied are stories, open-ended discussions and goal-oriented cooperation. In these interactions, turn-taking, pragmatic-discursive exponents in turn-taking and in backchannels and collaboration sequences are analyzed. To do this, a total of 24 interactions are collected, which are analyzed mainly from an approach to Conversation Analysis. The results indicate that the students use different discursive resources to manage the oral interactions in the activities in the classroom and that they adapt them to the different discursive genres object of study. These results allow to indicate some learning needs in the oral interaction, mainly: increase the use and variety of pragmatic-discursive exponents and teach students tools to reduce the appearance of silences.

The core of the present master's thesis is a sociolinguistic analysis of the conversational marker 'che' in Rioplatense Spanish. Initially, the history and concept of conversation analysis are presented. The process of grammaticalization and the classification of pragmatic markers are also described. Secondly, the author defines sociolinguistics and, on the basis of William Labov's work, explains methodological problems related to collecting real language data. The terms Rioplatense Spanish and 'porte?o' are widely described as well. Further, 'che' is investigated theoretically as a case of interjection that resulted in a conversational particle. The proper sociolinguistic investigation is based on three methods: introspection, qualitative and quantitative analysis. Functions of 'che', as well as its occurence according to different social factores are studied in this work.

comprises 50 occurrences of presenter's IPS and 50 occurrences of guests' IPS. - - - - ' presenter's IPS react in 98 % of cases to (78 % of presenter's IPS occur in thematic , on the other hand 52 % of guests' IPS occur in thematic (while presenter's IPS adjacency pair, guests' IPS in most -

abstract: This study explores the topic of Discourse Markers from an Interdisciplinary perspective. Applying the frameworks of Speech Act Theory, Syntax, Conversation Analysis, and Discourse Analysis, to empirical data, it answers the following important questions. What specific types of Speech Actions are performed in everyday Utterances? What Syntactic Mood & Clause Type is used to perform the various Speech Actions? What Discourse Markers occur in the Left-Periphery of the Clause? What Meaning-Functions do Discourse Markers perform? What interactions do Discourse Markers have with the various types of Speech Actions and with the Clause Type with which they are expressed? The results of this study contributed valuable insights to each of the aforementioned fields individually, as well as to the study of human language in general. Among these contributions are the following: Searle’s Taxonomy of Speech Acts was refined by dividing Representatives into Informing and Opinionating and Directives were divided into Commanding and Inquiring. The frequencies of the various Speech Acts relative to each other was identified. Furthermore, 79 distinct and specific Speech Actions were identified. The Speech Act type as well as the Clause Types with which they are expressed were identified. Among the many insights with respect to the interactions between the Speech Action Types and the Clause types with which they are expressed were each of the major Clause Types perform many different Speech Actions that are in addition to those normally attributed to them. Many of the particular Speech Acts are performed via various of the different Clause Types. The Indicative Clause type has the ability to perform most, if not all of the Speech Actions performed by all of the other Clause types. The 200 most frequently-occurring Left-Periphery Elements were identified and observations regarding their Word Class and the Meaning-Functions they perform were identified. The Meaning-Functions of the 10 most frequently-occurring Discourse Markers were identified and defined. The interactions between these Discourse Markers and the Speech Actions to which they attach as well as the Clause Types with which they are expressed were identified, thus documenting empirically that Discourse Markers are intricately connected to the Clause.
Dissertation/Thesis
Doctoral Dissertation Linguistics and Applied Linguistics 2020

碩士
國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
100
This research proposed an interactive environment for English learning. First, this study developed a Quasi-markless Augmented Reality Conversation system which consisted of three facilities: several English conversations, animation, augmented reality. With this system, user has few cues to know what kind of conditions which conversation happens and its’ contains. Second, this system was conducted by Quasi-markless Augmented Reality which using colorful marker to interact and increase user’s learning motivation. Finally, A testing this conversation system really make users to know the conversation without any textbook. The experimental results encourage the proposed system better than without use system.

The dissertation thesis aims to identify and describe the key theoretical and methodological problems related to the study of conversation markers and to the collection of authentic data for such an analysis. To illustrate the whole research process, the Argentinian conversation marker boludo as a model example is used. The starting point of the analysis is located at the intersection of conversation analysis, discourse analysis and sociolinguistic paradigms, while taking into account the omnipresent background of pragmatics as well. We try to assess the contribution of such an interdisciplinary approach when studying conversation markers. As for the methodology, the thesis seeks to show what difficulties arise when carrying out a sociolinguistic research of conversation markers, which are understood as units typical of spontaneous conversation, i.e. without external manipulation, in comparison with the variationist research at other language levels. In addition, we also clarify why it is important to evaluate their character not only on the grounds of qualitative and functional perspective (in relation to analysing the socially-indexed interaction markers), but also quantitatively with regards to selected social variables that appear to be relevant for the recurrent use of the given marker. The outcome of the method assessment is an attempt to design a model approach to be applied in practice. In sum, the core of the research consists in analysing the Argentinian marker boludo from different perspectives; namely, within the pragmatic, functional-positional, interactional-sociolinguistic and variationist-sociolinguistic frameworks. Its nature is subsequently compared to the behaviour of another recurrent Argentinian conversation marker, che, since some authors regard them as equivalents. The analyses of naturally-occurring conversation data collected in situ are complemented by introspective judgements of several native speakers.

The primary argument and area of interest within this explorative study lies within the domain of copyright law enforcement of the creative industries and argues the deleterious impact that the infringement of copyright has on national and individual balance sheets and the opportunity to re-engineer the copyright dividend. Globally, creative industries are estimated to account for more than 7% of the world’s gross domestic product and are predicted to grow, on average, 10% per year. Digitization and the internet have seen to it that copyright, through inter alia the unlimted reproduction capacity of copyrights, brought by digitization and the internet, has seen its importance in the intellectual property bouquet soar. This study endevours to establish the beginning of a discourse on copyright in which the very survival of the creative industries, galvanized, for more than a century by technology and changes in technology and the security of its consumers, depends on the adopting of improved, farsighted, equitable, inclusive and stricter measures in order to protect such from both internal and external threats. From a global perspective most copyright owners and nations with few exceptions rich in copyrights, compounded by the presence of unsubstantial collaboration, suffer losses because the protection of their respective intellectual property rights such as copyright, trademarks and patents are not adequately aligned with what may be referred as the technology conversation. It is imperative that the collaborative copyright alliances develop a strategic agenda that is relevant to the technology conversation in order to re-engineer the copyright dividend where new copyright enforcement mechanisms will be deployed. In as much as this study placed greater emphasis on online infringement, physical piracy is still pervasive and it intensely contributed to the explorative conversation. Piracy effectively relieves copyright authors and the State of the royalty flows that arise from legal and transparent use of copyright. It is these royalty flows that give rise to term “copyright dividend” literally meaning the income arising from the underlying copyright assets. Seeing what is stolen by piracy as the “theft”, whether direct or indirect, of copyright dividends, the challenge to address, avert and amend such outcomes is akin to re-engineering the copyright dividend and this meant the examining of the copyright law structures influencing and regulating the trade in copyrights. In this study the focus was initially on understanding the copyright law regimes and the real challenges that influenced their respective implementations that generated a copyright dividend. Understanding exactly how well such were actually working rested on exploring the lived experiences and perceptions of ten copyright experts across the world from two primary copyright law regimes. Such an exploration was necessary as such provided the requisite insight into inter alia the legal framework wherein both the illegal market and the legal market for copyright operated, to the threats faced the copyright dividend. Five research questions were used in this study. Such served as the discussion points used in the interviews with the ten research participants.These five research questions emerged from the problematization within current , literature and supported by the research data. The obtained data were grouped in relation to the five research questions and filtered to identify commonalities amongst the ten participants. The obtained data were grouped in relation to the five research questions and filtered through a lamination process,which emerged to identify commonalities amongst the ten participants.The global copyright law system and stakeholdership presently lack the necessary strategies, capacities, will and common thought to effectively address infringement. This is the major impediment of technological advancement and thus reengineering the copyright dividend was critical. To a demonstratable extend it is independent of the progress of governments and other relevant parties affected by infringement. The data also showed that infringement is an eroding threat to intellectual property and that critical knowledge is an urgent necessity to re-install the copyright value in its global ecosystem, which is essentially achieved by diverting the copyright dividends stolen by the illegal copyright market and re-engineering the copyright dividend. The outcome is that copyright law enforcement promotes the returns of dividends and fair trade to the rightful owners in an accountable and sustainable manner, as was and is intended by the global copyright law regimes.
PhD (Business Administration), North-West University, Potchefstroom Campus, 2015

Text in Afrikaans with summaries in Afrikaans, English and Tshwana
Includes bibliographical references (leaves 183-193)
Pragmatiese merkers in Omgangsafrikaans dien as belangrike kontekstualiseringswenke. Dit rig gespreksgenote in terme van uitingrelevansie en stel die spreker in staat om, op bondige wyse, ’n houding teenoor die proposisie van die uiting te openbaar. Dit dra ook by tot die gesprekstruktuur. Die sistematiese ondersoek na pragmatiese merkers volg ’n eklektiese benadering: die relevansieteorie, grammatikalisasieteorie, diskoersanalise, sosiopragmatiek en korpuslinguistiek word ingespan om die verskynsel te bestudeer en te verklaar. Die pragmatiese merkers “rêrig/regtig”, “oukei”, “soos”, “hoor” en “weet” is bestudeer aan die hand van die Pretoriakorpus van Omgangsafrikaans (PO) vanweë hul hoë gebruiksfrekwensie in die korpus. ’n Vergelyking van die gebruiksfrekwensies van hierdie pragmatiese merkers onder verskillende groeperinge van sprekers toon aan dat jong, volwasse en bejaarde mans en vroue dit verskillend gebruik. Die onderskeie funksies bied voorts leidrade waardeur die grammatikalisasie van pragmatiese merkers nagespeur kan word. Dit wil voorkom asof jong vroulike sprekers die voortou neem in die gebruik en ontwikkeling van pragmatiese merkers teenoor jong manlike sprekers. Die studie het verder bevind dat veral volwasse vroulike sprekers aktief bydra tot die ontwikkeling van hierdie pragmatiese merkers.
Pragmatic markers in interactional Afrikaans serve as important contextualising cues. They guide interlocutors as to the relevance of utterances and equip the speaker to signal an attitude towards the proposition of the utterance in a succinct way. They also contribute to the conversation structure. The systematic investigation of pragmatic markers follows an eclectic approach: relevance theory, grammaticalisation theory, discourse analysis, sociopragmatics and corpus linguistics are engaged in order to study and explain the phenomenon. The pragmatic markers “rêrig/regtig”, “oukei”, “soos”, “hoor” en “weet” are studied on the basis of the Pretoriakorpus van Omgangsafrikaans (PO) owing to their high frequency in the corpus. A comparison of the usage frequencies of these pragmatic markers among various groups of speakers indicates that young, adult and elderly men and women use them differently. The respective functions offer clues by which the grammaticalisation of pragmatic markers may be traced. It appears that young female speakers take the lead in the use and development of pragmatic markers compared to young male speakers. The study further found that especially adult female speakers contribute actively to the development of these pragmatic markers.
Matshwao a puo mo puong ya kgolagano ya Afrikaans a dira jaaka matshwao a botlhokwa a bokao. A kaela babui ka bomaleba jwa dipuo le go thusa sebui go bontsha maikutlo malebana le polelo e e tshitshinngwang ka boripana. Gape a tshwaela mo sebopegong sa puisano. Tshekatsheko e e rulaganeng ya matshwao a puo e ne e dirisa mekgwa e e farologaneng: tiori ya bomaleba, tiori ya tiriso ya thutapuo, tshekatsheko ya puisano, matshwao a puoloago le thuto ya dipuo e e lebelelang dikwalo tse di gona (corpus linguistics) di dirisitswe go batlisisa le go tlhalosa dikgakgamatso tseo. Matshwao a puo a “rêrig/regtig”, “oukei”, “soos”, “hoor” le “weet” a batlisisitswe go lebeletswe Pretoriakorpus van Omgangsafrikaans (PO) ka ntlha ya go nna teng ga ona thata mo dikwalong. Tshwantshanyo ya seelo sa tiriso ya matshwao ano a puo magareng ga ditlhopha tsa dibui e supa gore bašwa, bagolo le bagodi ba banna le basadi ba a dirisa ka ditsela tse di farologaneng. Ditiro tse di rileng di bontsha disupi tse ka tsona go ka latedisiwang tiriso ya thutapuo ya matshwao a puo. Go bonala fa dibui tsa bašwa ba basadi di eteletse pele mo tirisong le kgodisong ya matshwao a puo fa di ntshwantshanngwa le dibui tsa banna. Thutopatlisiso e fitlheletse gape gore dibui tsa bagolo ba basadi bogolosegolo di tshwaela ka botlhaga mo kgodisong ya matshwao ano a puo.
Afrikaans and Theory of Literature
M.A. (Afrikaans)

Ce projet de recherche, portant sur l'évaluation interactionnelle, vise à répondre à trois questions de base quant à l'évaluation de l'interaction orale dans les cours d'espagnol (A1-B2) de niveau collégial et universitaire de la région métropolitaine de Montréal, à savoir, quels sont les buts de l'évaluation, que devrait-on évaluer et comment faudrait-il l'évaluer. Il s'agit d'un modèle d'évaluation différent qui repose sur une série d'outils servant à mesurer la conversation élève-élève dans la classe d'espagnol langue étrangère. L'étroite relation qui unit les processus d'enseignement, d'apprentissage et d'évaluation est au coeur de la définition du modèle d'évaluation interactionnelle et permet d'identifier les contenus interactionnels à enseigner et à évaluer. D'un côté, la recherche identifie les habiletés conversationnelles à partir desquelles l'interaction orale se manifeste et de l'autre, elle s'intéresse aux marqueurs du discours jouant un rôle essentiel dans la création d'un message dialogué et construit de façon collaborative. Cette notion de coopération représente une des lignes directrices de la thèse en impliquant que les élèves partagent la responsabilité au moment de produire une discussion équilibrée, fluide et le plus naturelle possible. Reproduire en situation d'examen les mêmes conditions que celles qui caractérisent les conversations les plus fréquentes en situation réelle, c'est-à-dire, celles que l'on retrouve dans la vie de tous les jours et dont le registre est neutre et informel, constitue un des défis que l'évaluation interactionnelle réussit à relever. La création d'un répertoire contenant les marqueurs discursifs les plus utiles au développement de la compétence interactionnelle dans les cours d'espagnol représente un autre élément central de la thèse, pour avoir rendu possible la réalisation de trois analyses: la représentativité des caractéristiques propres à l'interaction orale dans les manuels d'espagnol langue étrangère les plus employés dans la région métropolitaine de Montréal, la révision de vingt instruments d'évaluation existants et la présentation des résultats obtenus après avoir enregistré plus de cent conversations au moyen des épreuves orales créées à partir de l'évaluation interactionnelle. Pour ce qui est des instruments de mesure, le modèle s'appuie sur le portfolio oral qui réunit deux types d'examens oraux, les quiz oraux et les examens oraux séquentiels, en plus d'insister sur les critères de correction exclusivement liés à l'interaction orale et sur les techniques de correction les plus efficaces pour assurer le caractère systématique du processus d'évaluation. Les résultats les plus concluants du projet de recherche reposent sur le fait d'avoir confirmé un lien entre la présence des marqueurs du discours et l'obtention de conversations collaboratives. Pour les cours d'espagnol langue étrangère, la contribution la plus significative de la recherche se situe au niveau de la création d'outils flexibles, faciles à utiliser, qui montrent clairement quoi enseigner pour que les élèves apprennent à converser et comment évaluer cette compétence. Finalement, l'évaluation interactionnelle propose des techniques d'évaluation actuelles qui prévoient l'utilisation des nouvelles technologies et fournissent une rétroaction de qualité, de sorte que l'apprenant voie les progrès réalisés et sache comment s'améliorer.
This research, focused on the Interactional Assessment Model, answers three essential questions about the assessment of oral interactions observed in Spanish courses (A1-B2) at the college and university level in metropolitan Montreal. The questions are: Why evaluate? What should be evaluated? And how should we evaluate? The Interactional Assessment Model is based on a series of tools that evaluate the students’ conversational skills in Spanish as a foreign language. The close relationship between teaching, learning, and assessment processes occupies a central place in the definition of the Interactional Assessment Model and points to the interactional content that should be taught and evaluated in Spanish as a foreign language classes. The research specifies the conversational skills that allow for meaningful oral interaction to take place. It also focuses on the discourse markers that are essential for the creation of collaborative dialogue. The idea of cooperation is one of the thesis’ guidelines; it implies that students share in the responsibility of producing a fluid, balanced discussion. Reproducing during an exam the same conditions as those which characterize everyday face-to-face conversations, with their informality, is one of the challenges that the Interactional Assessment Model manages to overcome. A repertoire of the most useful discourse markers for fostering interactional competence in Spanish as a foreign language has been created and represents another central element of the thesis. It has enabled the realization of three goals: 1) identifying the characteristics of Spanish oral interaction present in most of the manuals used in Montreal; 2) reviewing 20 existing evaluation tools; and 3) presenting the results obtained on the basis of more than 100 recorded conversations oriented according to the Interactional Assessment Model. Regarding measuring instruments, the model relies on an oral portfolio that brings two types of oral examinations, quizzes and sequenced exams, together with oral interaction correction criteria and effective correction techniques in order to ensure a systematic evaluation process. The most conclusive findings of the research confirmed the essential relationship between the presence of interactional discourse markers and the successful construction of collaborative conversations. Moreover, the most significant contribution of this research for teaching Spanish as a foreign language is the creation of flexible and user-friendly tools that clearly demonstrate what needs to be taught so that students may successfully interact with one another in Spanish as well as provides means for evaluating their conversational competences. Finally, the Interactional Assessment Model proposes innovative, up-to-date assessment techniques that are based on the use of technologies and provide a quality feedback so the student is fully aware of his or her progress as well as of the steps necessary to improve.
La presente investigación, centrada en la evaluación interaccional, responde a tres preguntas esenciales en cuanto a la evaluación de la interacción oral en los cursos de español (A1-B2) de nivel colegial y universitario en la región metropolitana de Montreal, a saber, para qué evaluar, qué evaluar y cómo evaluarlo. Se trata de un modelo de evaluación diferente, basado en una serie de herramientas que miden la conversación alumno-alumno en la clase de ELE. La estrecha relación que une los procesos de enseñanza, aprendizaje y evaluación ocupa un espacio central en la definición del modelo de evaluación interaccional y permite identificar los contenidos interaccionales que se deben enseñar y evaluar. Por un lado, la investigación señala las habilidades conversacionales a partir de las cuales se manifiesta la interacción oral y, por otro, se interesa por los marcadores discursivos que cumplen funciones indispensables para la creación de un mensaje dialogado que se construya de manera colaborativa. Esta noción de cooperación representa una de las líneas directoras de la tesis, al implicar que los alumnos compartan la responsabilidad de producir una discusión equilibrada, fluida y lo más natural posible. Reproducir en una situación de examen las mismas condiciones que aquellas que caracterizan las conversaciones más frecuentes en una situación real, es decir, las que se hallan en la vida cotidiana y cuyo registro es neutro e informal, constituye uno de los desafíos que la evaluación interaccional logra superar. La creación de un repertorio con los marcadores discursivos más útiles para fomentar la competencia interaccional en la clase de ELE representa otro elemento central de la tesis, pues ha posibilitado la realización de tres análisis: 1) la representatividad de las características inherentes a la interacción oral en los manuales de ELE más empleados en la región metropolitana de Montreal, 2) la revisión de veinte instrumentos de evaluación existentes, y 3) la presentación de los resultados obtenidos tras haber grabado más de cien conversaciones mediante las pruebas orales diseñadas a partir de la evaluación interaccional. En cuanto a los instrumentos de medición, el modelo se apoya en el portafolio oral que reúne dos tipos de exámenes orales, los quizzes orales y los exámenes orales secuenciados, además de hacer hincapié en los criterios de corrección exclusivamente relacionados con la interacción oral y las técnicas de corrección más eficaces para asegurar la sistematicidad del proceso de evaluación. Los resultados más concluyentes de la investigación residen en el hecho de haber podido confirmar la relación entre la presencia de los marcadores discursivos y la obtención de conversaciones colaborativas. Para la clase de ELE, la aportación más significativa de la investigación es la creación de herramientas flexibles, fáciles de usar, que muestran claramente qué enseñar para que los alumnos aprendan a conversar y cómo evaluar esta competencia. Finalmente, la evaluación interaccional propone técnicas de evaluación actuales que prevén el uso de las nuevas tecnologías y proporcionan una retroalimentación de calidad, de modo que el aprendiz vea los progresos realizados y sepa cómo mejorar.