Rozprawy doktorskie: „Discourse types”

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Derczynski, Leon. "Determining the types of temporal relations in discourse." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4068/.

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The ability to describe the order of events is crucial for effective communication. It is used to describe causality, to plan and to relay stories. Event ordering can be thought of in terms of binary temporal relations which hold between event pairs or pairs of times and events. Complex event structures can be modelled as compositions of these pairs. Temporal relations can be expressed linguistically in a variety of ways. For example, one may use tense to describe the relation between the time of speaking and other events, or use a temporal conjunction to temporal situate an event relative to time. In the area of automatic temporal information extraction, determining the type of temporal relation between a given pair of times or events is currently the hardest task. Very sophisticated approaches have yielded only small improvements over initial attempts. Rather than develop a generic approach to event ordering through relation typing, a failure analysis informs grouping and segmentation of these temporal relations according to the type of information that can be used to temporally relate them. Two major sources of information are identified that provide typing information for two segments: relations explicitly described by a signal word, and relations involving a shift of tense and aspect. Following this, we investigate automatic temporal relation typing in both these segments, presenting results, introducing new methods and a generating set of new language resources.

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Weiss, Jenni Alexander. "Differential Performance across Discourse Types in MCI and Dementia." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343676787.

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Franco, Gallardo Elizabeth, and Von-Chrismar Claudia Guzmán. "The argumentative and the evaluative structures in two discourse types." Tesis, Universidad de Chile, 2005. http://www.repositorio.uchile.cl/handle/2250/110208.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa. In this research study, we have attempted to carry out the analysis of a series of linguistic texts which can be regarded as being typical representatives of the argumentative and evaluative discourse types characteristically found in the mass media. In a broad sense, the present study aims to examine the operation of the evaluative and the argumentative component in two text classes: newspaper editorials and art reviews. In order to achieve this objective, six editorials and six reviews (four film and two play reviews), selected from different on-line newspapers and art specialist websites, were analysed along the lines dictated by the descriptive models chosen for the study. In a narrow sense, it attempts to examine whether argumentation is at the service of evaluation or viceversa, as well as any possible interdependence between them.

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Stolk, Keilani. "Types of Questions that Comprise a Teacher's Questioning Discourse in a Conceptually-Oriented Classroom." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3716.

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This study examines teacher questioning with the purpose of identifying what types of mathematical questions are being modeled by the teacher. Teacher questioning is important because it is the major source of mathematical questioning discourse from which students can learn and copy. Teacher mathematical questioning discourse in a conceptually-oriented classroom is important to study because it is helpful to promote student understanding and may be useful for students to adopt in their own mathematical questioning discourse. This study focuses on the types of questions that comprise the mathematical questioning discourse of a university teacher in a conceptually-oriented mathematics classroom for preservice elementary teachers. I present a categorization of the types of questions, an explanation of the different categories and subcategories of questions, and an analysis and count of the teacher's use of the questions. This list of question types can be used (1) by conceptually-oriented teachers to explicitly teach the important mathematical questions students should be asking during mathematical activity, (2) by teachers who wish to change their instruction to be more conceptually-oriented, and (3) by researchers to understand and improve teachers' and students' mathematical questioning.

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Cheung, Ho Ming. "An analysis of three letter types in relation to field, tenor and mode of discourse." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/106.

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Prokofyeva, Tatiana. "Language Use in Two Types of Suicide Texts." Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102099.

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Suicide texts are the traces left by their authors for the public allowing them to understand the causes of the desire to commit suicide, regardless of whether such notes preceded successful suicide attempts or not. The types of such texts can vary dramatically in emotional expressiveness, be it a suicide note handwritten by the author or a short post typed on a web forum dedicated to suicides. While one text can be evidence of a successful suicide attempt, the other may point to a deeply depressive state which may or may not lead to a suicide attempt in future. The main questions this study aims to answer are: (1) what is the difference between the two above-named types of suicide texts (‘suicide notes’ and ‘suicide posts’) and (2) how is it expressed linguistically? Previous works on suicide texts have been of significant importance and have managed to investigate the differences between suicide notes of the attempters and those who completed suicide (Joiner 2002) as well as underline the typical features of genuine suicide notes in comparison to fabricated suicide notes. However, no studies indicating the differences between the ‘suicide notes’ of successful suicides and the ‘suicide posts’ of authors exhibiting various degrees of depressive behavior have previously been conducted. In this thesis, the comparative analysis of ‘suicide notes’ left by those successful in their attempts and ‘suicide posts’ composed by authors with unknown fates has been carried out with the help of discourse analysis. Both types of texts have been examined from such linguistic levels as semantics, pragmatics and syntax. The results show several distinctive features peculiar to each type. While providing a clear reason for committing suicide in the one case contrasts with detailing a number of causes for depression in the other, further differences exist in regard to expressing such emotions as (1) fear of life, (2) relief, (3) lack of hope and (4) lack of doubt versus displaying such emotions as (1) fear of death, (2) preserved desire and (3) doubt. An easy to follow structure and purposeful past tense usage in suicide notes stands in contrast to the allusions to previous suicide attempts and indistinguishable pattern found in suicide posts. At the same time, specific punctuation signs were found to be peculiar mainly to the suicide post type of text. The results of the research also demonstrate the necessity for further investigation of the characteristic features of different types of suicide text as well as their classification. Moreover, the study indicates the possibilities of tracing the probable transformation from ‘suicide posts’ to ‘suicide notes’ which may well serve for purposes of suicide prevention, especially if an additional category, i.e., notes written by survivors, is added to the analysis.

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Svensson, Sandra. "Wicked Woman and Ready-money Gentlemen : Defining social roles in the British nineteenth-century courtroom." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91056.

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The present study is a corpus-based study which examines social roles constructed in the British nineteenth-century courtroom. To discover the prevalent social roles in British nineteenth-century society the present study focuses on premodifying adjectives characterizing men and women. The method of classification is through semantic domains. The study shows that the social roles of men and women are more similar than the findings of previous research have demonstrated.

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Ewert, Doreen Elizabeth. "The expression of temporality in the written discourse of L2 learners of English : distinguishing text-types and text passages /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3220175.

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Thesis (Ph.D.)--Indiana University, Dept. of Linguistics, 2006. Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1710. Adviser: Kathleen Bardovi-Harlig. "Title from dissertation home page (viewed June 20, 2007)."

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Colby, Christian. "An investigation of two types of question prompts in a language proficiency interview test and their effects on elicited discourse /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32903.

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The present research investigates the use of different question prompts and the discourse they generate in the SLE:OI, an ACTFL-variant second language oral proficiency interview test. One hundred and fifty-two question prompts used to elicit the test task of 'supporting an opinion,' were transcribed from 27 SLE:OI tests administered between July and November, 2000. From this, 30 categories of question prompts were identified by 6 SLE:OI raters acting as judges. Independently, the researcher and the judges determined task difficulty/complexity to be the predominant feature differentiating the categories. Using the 30 categories as a basis, the Question Prompt Complexity Questionnaire was produced and administered to the 6 judges. Analysis of the questionnaire data indicated a clear consensus for 3 categories into 'easy' and 'difficult' groups. Subsequently, candidate responses to 11 question prompts from the easy group, and 10 from the difficult group were transcribed, and discourse analyses were carried out to ascertain response levels of L2 fluency (by type-token ratio; frequency of silent and filled pauses, repetitions, and self-repairs), accuracy (by verb morphology and lexical use), and complexity (by clause subordination). The results demonstrated that those candidates tested with 'easy' and 'difficult' question prompts showed strong, significant differences in two aspects of their response fluency, but no significant differences in the accuracy or complexity of their responses. Based on these findings, several recommendations and implications for rater training were cited.

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Lin, Jing-Ling Jenny. "Richard Weaver's Theory of Argument and Beyond: Argument Types, Political Position, and Political Presumption-A Study of Taiwan's Political Discourse." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392370881.

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Alves, Thiago Gil Lessa. "A ExpressÃo da futuridade nos tipos de discurso do expor e do narrar a partir de textos de lÃngua falada e escrita cearenses." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6535.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico O trabalho trata da expressÃo da futuridade nos tipos de discurso das ordens do expor e do narrar e investiga a variaÃÃo entre formas â como presente do indicativo, perÃfrase ir + infinitivo e futuro do presente do indicativo, na ordem do expor, e como imperfeito do indicativo, perÃfrase ir + infinitivo e futuro do pretÃrito do indicativo, na ordem do narrar â que codificam subdomÃnios funcionais de expressÃo de futuridade baseados nos tipos de discurso. SÃo objetivos do trabalho: a) delimitar subdomÃnios funcionais de expressÃo da futuridade, relacionando-os aos tipos de discurso do expor e do narrar, baseando-se na perspectiva interacionista social, de Bronckart (2003); b) analisar a variaÃÃo entre as formas acima, usando princÃpios e metodologia da Teoria da variaÃÃo e mudanÃa, de Labov (2008). A pesquisa analisa dados obtidos do uso da lÃngua, provenientes de corpora das modalidades oral e escrita, produzidos no CearÃ, e busca fatores linguÃsticos e sociais que possam condicionar o uso das variantes, submetendo esses dados a tratamento estatÃstico atravÃs do pacote computacional VARBRUL. Os resultados mostram que o valor e o uso das formas investigadas sÃo diferentes nos diferentes tipos de discurso. No discurso interativo, da ordem do expor, ir + infinitivo foi a variante preferida, mas no discurso teÃrico, tambÃm da ordem do expor, a variante preferida foi o futuro do presente. No relato interativo, da ordem do narrar, a variante mais usada foi ir + infinitivo, e, na narraÃÃo, tambÃm da ordem do narrar, foi o futuro do pretÃrito. Os resultados mostram tambÃm que grupos de fatores linguÃsticos, como projeÃÃo da futuridade, e grupos de fatores sociais, como idade e sexo, sÃo relevantes na variaÃÃo das formas em questÃo nos tipos de discurso observados. O grupo de fatores linguÃsticos projeÃÃo da futuridade mostra que parece existir uma relaÃÃo entre as variantes e a expressÃo de mais ou menos certeza sobre o futuro. Os contextos de mais certeza sÃo reservados para as formas do presente e imperfeito do indicativo na expressÃo da futuridade. O grupo de fatores idade sugere, em linhas gerais, que hÃ um processo de mudanÃa no qual ir + infinitivo estÃ assumindo a funÃÃo de expressÃo de futuridade em lugar do futuro do presente e futuro do pretÃrito do indicativo. O processo de mudanÃa parece ser mais avanÃado no discurso interativo e no relato interativo, entretanto, no discurso teÃrico e na narraÃÃo o processo Ã incipiente. O grupo de fatores sexo sugere, como a teoria sociolinguÃstica hipotetiza, que as mulheres assumem a implementaÃÃo da nova variante (ir + infinitivo) quando o processo de mudanÃa Ã mais avanÃado, mas os homens usam com mais frequÃncia a nova forma no comeÃo do processo de mudanÃa. Outros grupos de fatores, como paradigma verbal, ocorrÃncia da forma em construÃÃo verbal maior e futuridade quanto Ã limitaÃÃo sugerem que princÃpios funcionalistas, como o princÃpio da retenÃÃo (BYBEE, 2003) e o princÃpio das regras de quantidade (GIVON, 2001), tÃm influÃncia no uso das variantes. The research deals with the expression of futurity in the types of discourse of the exposition and of the narration orders and investigates the variation between forms â as indicative present, periphrasis ir + infinitive and indicative present future, in the exposition order, and as indicative imperfect past, periphrasis ir + infinitive and indicative past future, in the narration order â that codify functional subdomains of expression of futurity based on that types of discourse. It has as objectives: a) to delimit functional subdomains of expression of futurity, relating them to the types of discourse of the exposition and narration orders, basing on the social interactionist perspective of Bronckart (2003); b) to analyze the variation between the forms above, using principles and methodology of the Theory of variation and change of Labov (2008). It analyzes data from language use, originated from corpora of oral and written modalities, produced in CearÃ, and it searches for linguistics and social factors that can determine the use of the variants, submitting this data to statistic treatment on the computational pack VARBRUL. The results show that the value and the use of the investigated variants are different, so are different the types of discourse. In interactive discourse, of the exposition order, ir + infinitive was the preferred variant, although in theoretical discourse, of the exposition order too, the preferred variant was indicative present future. In the related discourse, of the narration order, the most used variant was ir + infinitive, and, in the narration, of the narration order, it was indicative past future. The results show also that linguistic factor groups, as projection of futurity, and social factor groups, as age and gender, are relevant in the variation of the analyzed forms in the types of discourse observed. Projection of futurity lingugistic factor group shows that seems to exist a relation between the variants and the expression of more or less certainty about the future. The contexts of more certainty are reserved especially to the forms of simple present and imperfect past on the expression of futurity. The social factor group age suggests, in a general line, that there is a process of change, in that ir + infinitive is assuming the function of expression of futurity in the place of indicative present future and past future. This process of change seems to be more advanced in the interactive discourse and in the related discourse, although, in the theoretical discourse and in the narration, the process is incipient. Gender factor group suggests, as the sociolinguistics theory has as hypothesis, that women assume the implementation of the new variant (ir + infinitive) when the process of change is more advanced, but men use with more frequency the new form in the beginning of the change process. Other factor groups, as verbal paradigm, occurrence of the form in a bigger verbal construction and limitation of futurity suggest that functionalist principles, as the principle of retention (BYBEE, 2003) and the principle of the quantity rules (GIVÃN, 2001), have influence in the use of variants.

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Сибірцева, Ю. С. "Дискурсивна лінгвістика". Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/30793.

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Однією з найпомітніших ознак сучасної проблемної ситуації (класифікаційної одиниці наукового знання) в лінгвістиці можна вважати бурхливий розвиток функціонально-комунікативних досліджень. У межах останніх органічно поєднується вивчення “власне” мовних процесів і різноманітних духовних, психологічних, соціальних та інших виявів людини, яка постійно “живе в мові”. При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/30793

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Law, Yee Wah Mary. "The study of register differentiation of two types of press text : opinion article & feature news." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/488.

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Longbottom, William George. "DISSECTING L2 SPANISH LEARNER NARRATIVES: HOW THE ASPECT AND DISCOURSE HYPOTHESIS EXPLAIN L2 PRETERIT AND IMPERFECT SELECTION IN TWO NARRATIVE TYPES." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/599725.

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Spanish Ph.D. One of the most researched challenges in learning Spanish is the acquisition and use of the past aspect, namely, the preterit and imperfect. L2 learners encounter this challenge due to differences in how native English and Spanish speakers view past events. Numerous studies on the Spanish past aspect have analyzed L2 learners’ past aspectual selections through two hypotheses: the lexical aspect hypothesis (LAH), which claims that lower-level L2 learners are guided by the lexical semantics of the verb in their selections of past aspect; and the discourse hypothesis (DH), which claims that as L2 learners become more proficient, they make past aspectual selections to foreground and background information. The present study uses both hypotheses to analyze past aspectual selections in beginner, intermediate, and advanced L2 learners as well as native speakers. By doing so, it was possible to analyze how past aspectual selections differ across proficiency levels on the basis of lexical aspect and narrative grounding. 75 L2 learners and 20 native Spanish speakers produced two uncontrolled, written narratives. The first was a film-retell based on a five minute clip of “Alone and Hungry” from Modern Times and the second was a personal narration of a favorite vacation. All verbs within each narrative were coded for lexical aspect: atelic states and activities as well as telic accomplishments and achievements. Next, foregrounded clauses (preterit) were separated from backgrounded clauses (imperfect) in order to capture how narrative structure played a role in past aspectual selections. The researcher and a second coder determined the accuracy of use of the preterit and imperfect. Quantitative data consisted of contingency tables and chi-square analyses for the film-retell task and the personal narrative task separately that captured total use of preterit and imperfect morphology for the LAH. It also captured correct use of preterit and imperfect for the DH. Finally, type-token ratios (TTRs) were used to assess the lexical variety of verbs on the basis of grammatical aspect, lexical aspect, and proficiency level for the fill-retell task. The results revealed that for the film-retell and personal narrative tasks, there was support for the LAH. Participants across proficiency groups were guided by the LAH when making past aspectual selections. There was also partial support for the DH in that participants across proficiency groups consistently selected preterit morphology for atelic states and activities, even if the lower-level proficiency groups made more errors in their past aspectual selections. However, showed very little evidence of correct use of imperfect morphology with telic achievements and accomplishments. Additionally, analysis of type-token ratios (TTRs) showed that participants across proficiency groups repeatedly used high-frequency verbs to complete their narratives. This was particularly noticeable for state and activity verbs within the beginner group. Task type appeared to be a major influence in participants’ selections of past aspect for the film-retell task. Participants were influenced by the numerous sequential scenes of the film task, which accounted for the high frequencies of preterit to mark bounded events, but much lower frequencies of imperfect to mark unbounded events. For the personal narrative, frequencies of the preterit were higher than imperfect across each lexical class. When assessing both film-retell and personal narratives, participants produced very few contexts for imperfect with achievement and accomplishment verbs. Participants either did not have the knowledge to do so or felt that their own narrations of “Alone and Hungry” and their personal narrative was sufficient to complete the task. Temple University--Theses

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Anderson-Pence, Katie L. "Examining the Impact of DIfferent Virtual Manipulative Types on the Nature of Students' SMall-Group Discussions: An Exploratory Mixed-Methods Case Study of Techno-Mathematical Discourse." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2176.

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This study examined the influence of different virtual manipulative types on the nature of students’ techno-mathematical discourse (TMD) when working with a partner. The research used a concurrent mixed-methods design using identical samples to compare and synthesize the results. For this study, six fifth-grade students participated in nine sessions of mathematics instruction using virtual manipulatives. The study compared three virtual manipulative types: combined (multiple representations, open environment), pictorial (single visual representation, open environment), and tutorial (multiple representations, structured environment). Students’ levels of discourse in generalization, justification, and collaboration were measured as well as students’ use of physical and computer gestures while working with each virtual manipulative type. One-way ANOVAs indicated statistically significant differences in quality of student discourse when using the different virtual manipulative types. When working with combined virtual manipulatives, students’ discussions reflected consistently higher levels of discourse than when working with pictorial or tutorial virtual manipulatives. When working with tutorial and pictorial virtual manipulatives, students’ discussions reflected consistently lower levels of discourse. However, pictorial virtual manipulatives were associated with the largest amount of discussion among student pairs and the highest frequency of gesture use. The results of this study suggest that in order to encourage meaningful TMD, teachers should choose technology tools (e.g., virtual manipulatives) that combine multiple representations (i.e., combined virtual manipulative type) and provide the opportunity to engage in cognitively demanding tasks. The results of this study indicate that tutorial virtual manipulatives did not encourage meaningful mathematical discourse with these student pairs. This means that the tutorial virtual manipulative type may be better suited for the practice of mathematics concepts or for individual learning than for partner work. The patterns and trends identified in this study contribute to the existing literature on the complex issues that surround mathematical discourse and the use of technology in the classroom.

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Dei, Stefania. "Type de discours et stratégies de lecture sur écran d'ordinateur, livre électronique et support papier. Situation de lecture en Français langue étrangère : le cas des italophones apprenant le français." Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-00976916.

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De la peau de l'être humain aux écrans d'ordinateur et d'eBook en passant parl'argile, les papyrus, la peau des animaux et le papier, les supports de l'écrit ont varié etévolué tout au long de ces siècles. Le lecteur a dû s'adapter à cette évolution des supports et,par là, de l'écriture et il a changé sa manière de lire.Avec la diffusion des nouvelles technologies, leur présence incontournable dansnotre quotidien et l'apparition de nouveaux outils comme l'eBook et l'iPad, cette rechercheexploratoire s'est intéressée aux changements de stratégies utilisées par des étudiantsuniversitaires qui lisent en situation d'apprentissage du Français Langue Etrangère surdifférents supports : l'écran d'ordinateur, le livre électronique et le support papier.Les types de discours sont également pris en compte. La nouvelle, qui relève dudiscours du raconter, et l'article d'opinion journalistique, qui relève du discours de l'exposer,ont également influencé les stratégies de reconstruction du sens des textes lus. Pour le recueildes données, les principaux outils d'investigation ont été le questionnaire et l'entretien.L'analyse du corpus a débouché sur l'établissement de figures de lecteurs et la miseen évidence de la manière de lire. Sur le plan didactique, ce travail met l'accent surl'importance de l'enseignement des stratégies en fonction des supports et des types dediscours dans le cadre de l'apprentissage d'une langue étrangère ou non.

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Watanabe, Tomoko. "Corpus-based study of the use of English general extenders spoken by Japanese users of English across speaking proficiency levels and task types." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/19549.

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There is a pronounced shift in English language teaching policy in Japan with the recognition not only of the importance of spoken English and interactional competence in a globalised world, but also the need to emphasise it within English language pedagogy. Given this imperative to improve the oral communication skills of Japanese users of English (JUEs), it is vital for teachers of English to understand the cultural complexities surrounding the language, one of which is the use of vague language, which has been shown to serve both interpersonal and interactional functions in communications. One element of English vague language is the general extender (for example, or something). The use of general extenders by users of English as a second language (L2) has been studied extensively. However, there is a lack of research into the use of general extenders by JUEs, and their functional differences across speaking proficiency levels and contexts. This study sought to address the knowledge gap, critically exploring the use of general extenders spoken by JUEs across speaking proficiency levels and task types. The study drew on quantitative and qualitative corpus-based tools and methodologies using the National Institute of Information and Communications Technology Japanese Learner English Corpus (Izumi, Uchimoto, & Isahara, 2004), which contains transcriptions of a speaking test. An in-depth analysis of individual frequently-occurring general extenders was carried out across speaking proficiency levels and test tasks (description, narrative, interview and role-play) in order to reveal the frequency, and the textual and functional complexity of general extenders used by JUEs. In order to ensure the relevance of the application of the findings to the context of language education, the study also sought language teachers’ beliefs on the use of general extenders by JUEs. Three general extenders (or something (like that), and stuff, and and so on) were explored due to their high frequency within the corpus. The study showed that the use of these forms differed widely across the JUEs’ speaking proficiency levels and task types undertaken: or something (like that) is typically used in description tasks at the higher level and in interview and description tasks at the intermediate level; and stuff is typical of the interview at the higher level; and so on of the interview at the lower-intermediate level. The study also revealed that a greater proportion of the higher level JUEs use general extenders than do those at lower levels, while those with lower speaking proficiency level who do use general extenders, do so at an high density. A qualitative exploration of concordance lines and extracts revealed a number of interpersonal and discourse-oriented functions across speaking proficiency levels: or something (like that) functions to show uncertainty about information or linguistic choice and helps the JUEs to hold their turn; and stuff serves to make the JUEs’ expression emphatic; and so on appears to show the JUEs’ lack of confidence in their language use, and signals the desire to give up their turn. The findings suggest that the use of general extenders by JUEs is multifunctional, and that this multi-functionality is linked to various elements, such as the level of language proficiency, the nature of the task, the real time processing of their speech and the power asymmetry where the time and floor are mainly managed by the examiners. The study contributes to extending understanding of how JUEs use general extenders to convey interpersonal and discourse-oriented functions in the context of language education, in speaking tests and possibly also in classrooms, and provides new insights into the dynamics of L2 users’ use of general extenders. It brings into questions the generally-held view that the use of general extenders by L2 users as a group is homogenous. The findings from this study could assist teachers to understand JUEs’ intentions in their speech and to aid their speech production. More importantly, it may raise language educators’ awareness of how the use of general extenders by JUEs varies across speaking proficiency levels and task types. These findings should have pedagogical implications in the context of language education, and assist teachers in improving interactional competence, in line with emerging English language teaching policy in Japan.

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El, Mortaji Latifa. "Writing ability and strategies in two discourse types : a cognitive study of multilingual Moroccan university students writing in Arabic (L1) and English (L3)." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343570.

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Mohamed, Aladdin Abd El Basset. "A contrastive study of discourse features in English and Arabic writing in connection with two text types : research article abstracts and newspaper letters to the editor." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364433.

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Alves, Thiago Gil Lessa. "A Expressão da futuridade nos tipos de discurso do expor e do narrar a partir de textos de língua falada e escrita cearenses." www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/8894.

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ALVES, Thiago Gil Lessa. A Expressão da futuridade nos tipos de discurso do expor e do narrar a partir de textos de língua falada e escrita cearenses. 2011. 262f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2011. Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-26T11:55:23Z No. of bitstreams: 1 2011_tese_tglalves.pdf: 1306320 bytes, checksum: 1d574a0ba923b62c24a15733dbd38e05 (MD5) Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-26T12:58:16Z (GMT) No. of bitstreams: 1 2011_tese_tglalves.pdf: 1306320 bytes, checksum: 1d574a0ba923b62c24a15733dbd38e05 (MD5) Made available in DSpace on 2014-08-26T12:58:16Z (GMT). No. of bitstreams: 1 2011_tese_tglalves.pdf: 1306320 bytes, checksum: 1d574a0ba923b62c24a15733dbd38e05 (MD5) Previous issue date: 2011 The research deals with the expression of futurity in the types of discourse of the exposition and of the narration orders and investigates the variation between forms – as indicative present, periphrasis ir + infinitive and indicative present future, in the exposition order, and as indicative imperfect past, periphrasis ir + infinitive and indicative past future, in the narration order – that codify functional subdomains of expression of futurity based on that types of discourse. It has as objectives: a) to delimit functional subdomains of expression of futurity, relating them to the types of discourse of the exposition and narration orders, basing on the social interactionist perspective of Bronckart (2003); b) to analyze the variation between the forms above, using principles and methodology of the Theory of variation and change of Labov (2008). It analyzes data from language use, originated from corpora of oral and written modalities, produced in Ceará, and it searches for linguistics and social factors that can determine the use of the variants, submitting this data to statistic treatment on the computational pack VARBRUL. The results show that the value and the use of the investigated variants are different, so are different the types of discourse. In interactive discourse, of the exposition order, ir + infinitive was the preferred variant, although in theoretical discourse, of the exposition order too, the preferred variant was indicative present future. In the related discourse, of the narration order, the most used variant was ir + infinitive, and, in the narration, of the narration order, it was indicative past future. The results show also that linguistic factor groups, as projection of futurity, and social factor groups, as age and gender, are relevant in the variation of the analyzed forms in the types of discourse observed. Projection of futurity lingugistic factor group shows that seems to exist a relation between the variants and the expression of more or less certainty about the future. The contexts of more certainty are reserved especially to the forms of simple present and imperfect past on the expression of futurity. The social factor group age suggests, in a general line, that there is a process of change, in that ir + infinitive is assuming the function of expression of futurity in the place of indicative present future and past future. This process of change seems to be more advanced in the interactive discourse and in the related discourse, although, in the theoretical discourse and in the narration, the process is incipient. Gender factor group suggests, as the sociolinguistics theory has as hypothesis, that women assume the implementation of the new variant (ir + infinitive) when the process of change is more advanced, but men use with more frequency the new form in the beginning of the change process. Other factor groups, as verbal paradigm, occurrence of the form in a bigger verbal construction and limitation of futurity suggest that functionalist principles, as the principle of retention (BYBEE, 2003) and the principle of the quantity rules (GIVÓN, 2001), have influence in the use of variants. O trabalho trata da expressão da futuridade nos tipos de discurso das ordens do expor e do narrar e investiga a variação entre formas – como presente do indicativo, perífrase ir + infinitivo e futuro do presente do indicativo, na ordem do expor, e como imperfeito do indicativo, perífrase ir + infinitivo e futuro do pretérito do indicativo, na ordem do narrar – que codificam subdomínios funcionais de expressão de futuridade baseados nos tipos de discurso. São objetivos do trabalho: a) delimitar subdomínios funcionais de expressão da futuridade, relacionando-os aos tipos de discurso do expor e do narrar, baseando-se na perspectiva interacionista social, de Bronckart (2003); b) analisar a variação entre as formas acima, usando princípios e metodologia da Teoria da variação e mudança, de Labov (2008). A pesquisa analisa dados obtidos do uso da língua, provenientes de corpora das modalidades oral e escrita, produzidos no Ceará, e busca fatores linguísticos e sociais que possam condicionar o uso das variantes, submetendo esses dados a tratamento estatístico através do pacote computacional VARBRUL. Os resultados mostram que o valor e o uso das formas investigadas são diferentes nos diferentes tipos de discurso. No discurso interativo, da ordem do expor, ir + infinitivo foi a variante preferida, mas no discurso teórico, também da ordem do expor, a variante preferida foi o futuro do presente. No relato interativo, da ordem do narrar, a variante mais usada foi ir + infinitivo, e, na narração, também da ordem do narrar, foi o futuro do pretérito. Os resultados mostram também que grupos de fatores linguísticos, como projeção da futuridade, e grupos de fatores sociais, como idade e sexo, são relevantes na variação das formas em questão nos tipos de discurso observados. O grupo de fatores linguísticos projeção da futuridade mostra que parece existir uma relação entre as variantes e a expressão de mais ou menos certeza sobre o futuro. Os contextos de mais certeza são reservados para as formas do presente e imperfeito do indicativo na expressão da futuridade. O grupo de fatores idade sugere, em linhas gerais, que há um processo de mudança no qual ir + infinitivo está assumindo a função de expressão de futuridade em lugar do futuro do presente e futuro do pretérito do indicativo. O processo de mudança parece ser mais avançado no discurso interativo e no relato interativo, entretanto, no discurso teórico e na narração o processo é incipiente. O grupo de fatores sexo sugere, como a teoria sociolinguística hipotetiza, que as mulheres assumem a implementação da nova variante (ir + infinitivo) quando o processo de mudança é mais avançado, mas os homens usam com mais frequência a nova forma no começo do processo de mudança. Outros grupos de fatores, como paradigma verbal, ocorrência da forma em construção verbal maior e futuridade quanto à limitação sugerem que princípios funcionalistas, como o princípio da retenção (BYBEE, 2003) e o princípio das regras de quantidade (GIVON, 2001), têm influência no uso das variantes.

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McGregor-Harper, Judith Lesley. "What types of science count? : exploring the formal, informal and hidden curricula in undergraduate medical education, with a particular focus on beliefs about science and knowledge." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29800.

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Background and Purpose. This PhD thesis is a qualitative research project using interpretive and socio-cultural theories in a case study design. It explores medical students’ beliefs about scientific knowledge and the nature of evidence as applied to medicine, at key transition points in their education. This thesis situates current theories and conceptual models of epistemological development from the fields of psychology and education within the emergent field of medical education. Its aim is to provide insights into personal epistemological development, any curriculum barriers to such and provide insights into how students can be better supported, notably in transition periods. It addresses both a gap in the literature and the calls for more research into the development of student epistemologies in professional education. The thesis key research questions are: • What are medical students’ beliefs and understandings about the nature of scientific knowledge as applied to medicine? • What curriculum factors appear to facilitate or inhibit medical students’ epistemological development, at key transitions? Methodology. The case study design involved a four phase approach; • Phase 1: This was a critical discourse analysis of key policy and curricula texts to explore assumptions, inconsistencies or disputes relating to science and scientific content in the field of medical education. • Phase 2: This was the observation of learning episodes in preparation for Phase 3 involving participants. The purpose of Phase 2 was to situate and ground conversations with participants in real experiences. • Phase 3: This phase involved task groups and semi-structured interviews with medical students and faculty participants based at the University of Exeter Medical School (UEMS). Task groups and semi-structured interviews explored individual beliefs about the nature of science and scientific evidence as applied to medicine generally and the Bachelor of Medicine, Bachelor of Surgery (BMBS) curriculum content specifically. This included its contested scientific content and the nature of complexity and uncertainty in evidence based medicine. • Phase 4: This final phase involved presenting the case study findings to two other UK medical schools to explore the tentative applicability or transferability. The purpose of Phase 4 was to consider how case-specific and context bound the case study findings are. Findings. Findings suggest there is substantial variation in how medical students and faculty talk about science and evidence in medicine. This is influenced by their experiences of courses studied prior to entering medical school and their maturity in age. Medical students described how faculty informally spoke about the ambiguity within medical practice as clinical decision making, but there were very few reports of faculty explicitly speaking about the uncertain and tentative nature of scientific knowledge underpinning applied medicine. The bio-sciences were still dominant in terms of curriculum and assessment content. Where science in medicine is defined and approaches to scientific research are stated, formal curriculum documents espouse a narrow and positivistic methodological approach, which serves to perpetuate misconceptions regarding scientific research within medicine and may influence epistemological beliefs about the nature of science within medicine. Discussion and Conclusions. It is anticipated this case study will afford medical educators and curriculum designers insights upon which to address imbalances, include appropriate content, and reinforce good practice, so that medical graduates are effectively prepared for the challenges of a career in medicine.

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Triantafillou, Hariklia. "Investigating Professional Film Critics’ Stance towards Commercial and Art House Cinema: : A Corpus-Based Comparative Study on the Use of Evaluative Axiological Adjectives and Engagement Devices in Professional Film Reviews of Two Film Types." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37765.

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Evaluative stances are common in narrative and realized at all levels of linguistic structure. In film reviews, evaluation has been recognized as one of the most important stages alongside description (Taboada, 2011). Following Martin & White’s Appraisal Theory of Evaluation, the present comparative study focuses on two sub-systems of Appraisal, namely Appreciation and Engagement. The purpose of this paper is two-fold: a) to compare the way in which film critics use evaluative, axiological adjectives to evaluate two different film types and b) to study how professional film critics use of two types of engagement devices, namely epistemic and opinion devices, to position their own claims towards other potential viewpoints. The study is also influenced by two previous claims: Holbrook’s claim that, in contrast to consumers who seem to prefer American-made, commercial films, expert critics usually appreciate complex cinematography and culturally diverse films; and Carretero’s claim that in professional film reviews opinion devices are an almost absent feature, since these tend to be replaced by epistemic devices. To further explore these claims, this comparative, corpus- based study focuses on the frequency of evaluation adjectives and engagement devices used by expert film critics for the positive or negative evaluation of two different films: the 2020 box office hit “Bad Boys for Life” and the 2018 art film “Cold War”. The study used a mixed-method design, first subjecting the realizations of Appreciation and Engagement to a quantitative analysis and following this with a qualitative discussion of results. The results indicate: a) that in the case of both films positive evaluations clearly surpass negative evaluations; however, individual examples seem to express a mildly deprecatory attitude towards commercial cinematography and b) that although the number of epistemic devices in the reviews clearly surpasses that of opinion devices, the frequencies of opinion devices is greater than that observed by Carretero.

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Попова, Олена Володимирівна, Елена Владимировна Попова, Olena Volodymyrivna Popova та А. Довженко. "Перетин вербального та невербального компонентів в американському рекламному дискурсі". Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64605.

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Основна ціль кожного рекламного повідомлення – забезпечити читача комфортними умовами задля сприйняття інформації, яка надається. Саме тому автори звертаються як до мовних, так і не мовних засобів (вербальних та невербальних), що забезпечує цілісність та зв'язність рекламного тексту.

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Densborn, Linda, and Erika Sehlstedt. "Vad gör vi med texter? : Textarbete i en årskurs 3." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4755.

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Enligt styrdokumenten skall elever rustas inför dagens samhällsliv, fortsatta studier och kommande arbetsliv vilket förutsätter att eleverna kan möta och förstå texter av olika slag. För att klara de nationella proven i åk 3 krävs att eleverna behärskar olika texttyper och vi vill med denna studie se hur arbetet med olika texter i en åk 3 ser ut samt vilka relationer mellan klassrummets textarbete och styrdokumentens intentioner vi kan utlä-sa. Vi är även intresserade av om undervisningen kring texter är inspirerad av literacy-forskning eller en mer traditionell syn på läs- och skrivinlärning. Vi tänker oss att denna studie kan leda till att verksamma lärare och lärarstudenter får upp ögonen för hur arbe-tet med olika texter kan se ut för att uppnå styrdokumentens intentioner. Vi har i studien använt oss av en empirisk kvalitativ observationsstudie för att få ett så trovärdigt resul-tat som möjligt. Resultatet visade att eleverna mestadels arbetade med texter av berät-tande karaktär och att undervisningen framför allt speglar en traditionell färdighetssyn där mycket fokus ligger på grammatik, form och struktur utan något större samman-hang. As the policy documents reads students must be prepared for today´s society, further studies and future working which implies that students can understand and encounter different types of texts. To cope the National Tests in third grade the students must mas-ter different types of texts and with this study we want to study the work with texts in a third grade classroom, and also how the relation between classroom activities and policy documents may be understood. We are also interested in different Theories of reading and writing, and thus if text activities are inspired by literacy research or a more tradi-tional skill discourse. We imagine that this study can conduce to the active teachers and student teachers can take notice of the importance of early introduction of different types of texts for the students. In this study we have used an empirical qualitative obser-vational study to get a so credible result as possible. The result showed that most of the texts that the students worked with were of narrative character and that the education was based primarily on a traditional skill discourse whit focus on grammar, form and structure without any larger context.

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Santos, Fernanda Zanelato Oliveira dos. "A ocorrência e as funções discursivas das construções condicionais na modalidade oral." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/13488.

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Made available in DSpace on 2016-04-28T18:22:14Z (GMT). No. of bitstreams: 1 Fernanda Zanelato Oliveira dos Santos.pdf: 859771 bytes, checksum: a8247590b14991d990774fa0a5515adf (MD5) Previous issue date: 2010-10-20 Conselho Nacional de Desenvolvimento Científico e Tecnológico The subordinating adverbial clauses have been studied taking into account its syntactic function, that is, its structure (the concept of a subordinating clause). In this approach, there is a main clause and another one, which is subordinate to that generally through a number of subordinating conjunctions. However, its discourse functions, that is, what these clauses are for, have not been widely researched. In this context, this research focuses on the subordinating adverbial clause, broadly speaking, the condition in clauses started, not necessarily, by conditional subordinating conjunctions, including the condition without indication by means of connectors which herein will be called conditional construction (henceforth, CC) and the discourse functions performed by them in interlocutions that took place in interviews documented by Projeto de Estudo da Norma Lingüística Urbana Culta do Brasil (NURC), by Castilho and Preti (1986). The CCs are traditionally considered as constituted by two parts: the so-called subordinating adverbial clause and the main clause (Bechara,1969). On the other hand, Moura Neves (1999), studying the CCs from the logical-semantic point of view, says that, inside a CC the subordinate proposition is commonly called protasis and the main clause apodosis. According to Ikeda (2002), apud van der Auwera (1997), the CCs have been researched by the western linguistics for more than fifty years, being Bolinger (1952) its precursor. According to Bloor (1998), the CCs have aroused great discussions among several fields of study. Thus, it has been so in the philosophy field (JACKSON, 1991); linguistics (discourse analysis) (HORSELLA; SINDERMANN, 1992); law (CRYSTAL; DAVY, 1969); economics (MEAD; HEDERSON, 1983; PINDI; PINDI,1987). The study of the CCs is important as it involves questions concerning persuasion currently considered one of the most important language functions especially the ones done implicitly. The CCs perform discourse functions such as (i) the constraint of the development of the message in the clause (HAIMAN, 1978), through the topicalization function (ii) the creation of 'possible worlds' (FAUCONNIER, 1985; 1997 apud DANCYGIER; SWEETSER, 2000); (iii) assuaging of face-threatening acts (BLOOR, 1998); (iv) epistemic or deontic modalization (AUER, 2000), (v) appraisal in CC proposals (AUER, 2000) and (vi) summary/repetition (AUER, 2000). More recent literature cites different types of CCs, among normal CCs and pragmatic CCs (MAZZOLENI, 1994), the latter subdivided into four types: thematic, the Dutch sentence, imperative, the act of speech to which Dancygier e Sweetser (1996, 2000) added one more: metalinguístic. The current research aims to examine the interlocutions within the oral mode in order to check the types of CCs, their expression (whether explicit or implicit; whether placed before or after the main clause) and the discourse functions that the CCs perform in such context. Therefore, it must answer the following questions: (a) What types of CCs are found in oral interlocutions? (b) How is the Condition realized in these interlocutions? (c) Which discourse functions are realized by the CCs? To analyze the CCs in the interview, we will refer to Thompson and Longacre´s typological classifications (1985) and Mazzoleni´s (1994); as for discourse functions, we rely on Haiman (1978), Fauconnier (1985; 1997) e Auer (2000), among others As orações subordinadas adverbiais têm sido estudadas em sua função sintática, isto é, na sua estrutura (o 'o que é' uma oração subordinada). Nesse enfoque, há uma oração principal e uma outra, que se subordina àquela, em geral através de conjunções subordinativas. Porém as suas funções discursivas, (i.é, o 'para que servem' essas orações) não têm sido objeto de muita pesquisa. Nesse contexto, esta pesquisa enfoca a oração subordinada adverbial condicional, ou em termos mais amplos, a condição em orações não necessariamente iniciadas por conjunção subordinativa condicional - que chamaremos de 'construção condicional' (doravante, CC) e as funções discursivas por ela exercidas em interlocuções ocorridas em entrevistas documentadas pelo Projeto de Estudo da Norma Linguística Urbana Culta do Brasil (NURC), de Castilho e Preti (1986). As CCs são tradicionalmente consideradas como constituídas por duas partes: a chamada oração subordinada adverbial condicional e a oração principal (BECHARA,1969). Por outro lado, Moura Neves (1999), estudando as CCs1 do ponto de vista lógico-semântico, diz que, dentro de uma CC a proposição subordinada é tradicionalmente chamada prótase e a principal é chamada apódose. De acordo Ikeda (2002), que cita van der Auwera (1997), as CCs vêm sendo pesquisadas na linguística ocidental há mais de meio século, tendo sido seu estudo iniciado por Bolinger (1952). Segundo Bloor (1998), as CCs têm atraído ampla discussão em vários campos de estudos. Assim tem sido na filosofia (JACKSON, 1991); na linguística (análise do discurso) (HORSELLA; SINDERMANN, 1992); em direito (CRYSTAL; DAVY, 1969); na economia (MEAD; HEDERSON, 1983; PINDI,1987). O estudo das CCs é importante por envolver questões relacionadas à persuasão - hoje considerada uma das funções mais importantes da língua - em especial a que se faz implicitamente. As CCs servem a funções discursivas como as de: (i) restrição do desenvolvimento da mensagem na oração (HAIMAN, 1978), através da função de topicalização; (ii) criação de 'mundos possíveis' (FAUCONNIER, 1985; 1997 apud DANCYGIER; SWEETSER, 2000); (iii) amenização da ameaça à face (BLOOR, 1998); (iv) modalização epistêmica ou deôntica (AUER, 2000), (v) avaliação em CCs pospostas (AUER, 2000) e (vi) resumo/repetição (AUER, 2000). A literatura mais recente cita diferentes tipos de CCs, distribuídas entre CCs normais e pragmáticas (MAZZOLENI, 1994), estas últimas subdivididas em quatro tipos: temática, sentença do holandês , imperativa, do ato de fala aos quais Dancygier e Sweetser (1996, 2000) acrescentam mais um: metalinguística. A presente pesquisa visa a examinar as interlocuções na modalidade oral a fim de verificar os tipos de CCs, sua expressão (se explícita ou implícita; se prepostas ou pospostas à oração principal) e as funções discursivas que as CCs exercem nesse contexto. Para tanto, deve responder às seguintes perguntas de pesquisa: (a) Que tipos de CCs ocorrem nas interlocuções orais? (b) Como é realizada a condição nessas interlocuções? (c) Que funções discursivas são realizadas pela condição? Para a análise das CCs na entrevista, recorremos às classificações tipológicas de Thompson e Longacre (1985) e de Mazzoleni (1994); quanto às funções discursivas, apoiamo-nos em Haiman (1978), Fauconnier (1985; 1997 apud DANCYGIER; SWEETSER, 2000) e Auer (2000), dentre outros

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Husianycia, Magali. "Caractérisation de types de discours dans des situations de travail." Thesis, Nancy 2, 2011. http://www.theses.fr/2011NAN21021/document.

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L'objectif de cette étude consiste en la caractérisation de types de discours dans des situations de travail. Nous avons tenté de définir des types de discours à partir de critères linguistiques et en considérant les cadres actionnels qui sous-tendent les discours. Dans un premier temps, nous précisons le cadre théorique et méthodologique de notre travail en nous positionnant sur le concept de « type de discours » que nous différencions de celui de « genre ». En outre, pour définir notre cadre théorique, nous avons mené une réflexion sur l'histoire de la place du langage dans les activités de travail depuis le XVIIè siècle, et nous nous sommes appuyée sur des analyses de pratiques langagières en situation de travail menées au sein de différentes disciplines. À partir de ce cadre théorique pluridisciplinaire, nous avons pu développer une méthodologie pour le recueil et la constitution de corpus et une méthodologie d'analyse fondée sur un découpage séquentiel des discours. Notre recherche a fait sept types de séquence regroupés en trois types linguistiques (langage expositif, langage de co-action et langage péri-professionnel) et correspondant à trois types de discours (langage sur le travail, langage comme travail et langage dans le travail). Chaque type de séquence est caractérisé par des critères linguistiques récurrents soumis à une analyse qualitative et quantitative. Le type de séquence dominant détermine le type linguistique majeur et donc le type de discours. Cette analyse, couplée avec une analyse du cadre actionnel des activités, nous permet de mettre en évidence l?interdépendance entre langage et activité, et nous conduit à caractériser des types de discours en lien avec le type d'activité The purpose of this study is to characterise the types of discourse to be found in work situations. I have tried to define discourse types on the basis of linguistic criteria, taking into account the "actional frameworks" that underpin the discourse. Firstly I have outlined the theoretical and methodological framework of my research and I have opted for the concept of "discourse types" as distinct from "genres". To further develop my theoretical framework, I have investigated the history of language in the workplace since the 17th century with the help of analyses of language practice in work situations in different disciplines. On the basis of this multidisciplinary theoretical framework, I have developed a methodology for the constitution of my corpus and for an analysis based on a sequential division of the discourse. My research has identified seven types of discourse sequences based on three linguistic types (expository language, co-actional language and peri-professional language). Each type of sequence is characterised by recurring linguistic criteria which have been subjected to qualitative and quantitative analyses. The predominant type of sequence determines the major linguistic type and therefore the discourse type. This analysis, in conjunction with an analysis of the "actional framework" of the activities, has revealed the interdependence of language and activity and led to a characterisation of discourse types in relation to types of activity

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Leite, Lucila Carvalho. "G?neros do discurso e escrita: o que as cole??es did?ticas de portugu?s (des)prestigiam no ensino da produ??o textual?" Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14592.

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Made available in DSpace on 2014-12-17T14:36:51Z (GMT). No. of bitstreams: 1 LucilaCL_DISSERT.pdf: 6676515 bytes, checksum: 6fcf4fd18638340558617c25b5a44111 (MD5) Previous issue date: 2014-02-21 Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior Through the examination of official indicators, it can be observed that writing is pointed out as one of the main problems concerning formal basic education. However, this teaching-learning object is one of the central objectives at school, having an essential role in different curricular components as well as in the interaction demands required by society. Such paradox indicates, therefore, the relevance of investigations which analyze the intrinsic elements of child development as written text producer. Hence, the main purpose of this research consists of analyzing the treatment given to the types of discourse and the teaching situations in which the written text are produced, concerning Portuguese language didactic material collections approved by Programa Nacional do Livro Did?tico (PNLD 2010) the Brazilian program of didactic book and worked at elementary school. Such materials correspond to the collections adopted in municipal education system schools from Natal, RN which were below the official education indicator IDEB 2009. Thus, the questions that guide this work are: 1. During writing production lessons, is the diversity of types of discourse effectively worked on didactic collections? 2. Which are the types of discourse and the social spheres prioritized when teaching writing production? 3. How is the situation addressed in the production of the written text should be produced? For this research, we retook the authors Bakhtin, Bunzen, Faraco, Freire, Rodrigues, Rojo, Schneuwly e Dolz and we made a list of all types of discourse and spheres contemplated in the propositions of the writing production in didactical books, concerning the eight collections which compounds the first moment of analysis. Then, we verified how the situation of production is oriented by examining two didactic collections if and how they express the elements referring to the social-historical, functional and linguistic-discursive context of the text to be produced. The data obtained indicate: lack of diversification of types of discourse in the collection that compounds the Aggregate Sample of the research; the conception of a diversity based on the didactic of visiting; the recognition of all canonical and hegemonic types of text as one of the privileged objects of study; the centralization on the standard variety of the language and the devaluation of the representative types of cultural diversity; the shortage of productions which retrace to written language related to different technologies of communication and information; and the little emphasis on the types of discourse related to public language practices. As for the situations of production, it is observed the predominance of the school as a producer of dialogic relationships, whose propositions present, for example, text addressees, enunciative positions, support and contexts of restricted circulation, especially at school. Two divergent situations are observed among the collections: the lack of a work in which the situation of production is under the perspective of the types of discourse as object of teaching-learning; the concept of the types of discourse as object of reflection, presenting a differentiated didactic orientation towards the situation of production. This research contributes, therefore, with a mapping of the existence and the treatment of the types of discourse on propositions of writing production in didactic books; with the critical analysis of the approach of written activities, considering the elements of the historical-social, functional and linguistic-discursive context; thus, through teaching, research and public policies, use and selection of didactic material for the area A partir dos indicadores oficiais, ? poss?vel observar que a escrita tem sido apontada como um dos principais problemas da escolaridade b?sica obrigat?ria. Em contrapartida, esse mesmo objeto de ensino-aprendizagem constitui-se como um dos objetivos centrais da escola, sendo essencial aos diferentes componentes curriculares, como tamb?m ?s pr?prias demandas de intera??o requeridas pela sociedade. Tal paradoxo aponta, ent?o, para a relev?ncia de investiga??es que analisem os elementos intr?nsecos ? forma??o da crian?a como produtora do texto escrito. Nesse sentido, o objetivo principal desta pesquisa consiste em analisar o tratamento dado aos g?neros do discurso e ?s situa??es de produ??o no ensino do texto escrito, mediante cole??es did?ticas de l?ngua portuguesa aprovadas pelo Programa Nacional do Livro Did?tico (PNLD 2010) e trabalhadas nos anos iniciais do Ensino Fundamental. Tais materiais correspondem ?s cole??es adotadas em escolas da rede p?blica municipal de Natal/RN que estiveram abaixo do IDEB 2009. Assim, as quest?es que norteiam este trabalho assim se configuram: 1. No ensino de produ??o escrita, a diversidade dos g?neros do discurso ? efetivamente trabalhada nas cole??es did?ticas? 2. Quais s?o os g?neros do discurso e as esferas sociais priorizados no ensino de produ??o escrita? 3. Como ? abordada a situa??o de produ??o em o que o texto escrito dever? ser produzido? Para a pesquisa, retomamos Bakhtin, Bunzen, Faraco, Freire, Rodrigues, Rojo, Schneuwly e Dolz, e realizamos o levantamento de todos os g?neros e esferas contemplados nas propostas de produ??o escrita dos livros did?ticos, referentes ?s oito cole??es que comp?em esse primeiro momento de an?lise. Em seguida, verificamos como a situa??o de produ??o ? orientada em duas cole??es did?ticas - se e de que forma explicitam os elementos relativos ao contexto hist?rico-social, funcional e lingu?stico-discursivo do texto a ser produzido. Os dados obtidos indicam: a falta de diversifica??o dos g?neros no conjunto da Amostra Global da pesquisa; a concep??o de uma diversidade baseada na did?tica da visita??o; o reconhecimento dos tipos textuais can?nicos e hegem?nicos como um dos objetos privilegiados de estudo; a centraliza??o na norma padr?o culta da l?ngua e a desvaloriza??o dos g?neros representativos da diversidade cultural; a escassez de produ??es que remontam a linguagem escrita das diferentes tecnologias de comunica??o e informa??o; e a pouca ?nfase com os g?neros da inst?ncia p?blica da linguagem. Quanto ?s situa??es de produ??o, observa-se: a predomin?ncia da escola enquanto promotora das rela??es dial?gicas, cujas propostas apresentam, por exemplo, destinat?rios, posi??es enunciativas, suportes e contextos de circula??o restritos, sobretudo, ao ?mbito escolar; e duas situa??es divergentes entre as cole??es - a inexist?ncia de um trabalho com a situa??o de produ??o sob a perspectiva dos g?neros como objeto de ensino-aprendizagem; e a concep??o dos g?neros como objeto de reflex?o. Nossa pesquisa contribui, portanto, para uma cartografia da exist?ncia e do tratamento dos g?neros do discurso nas propostas de produ??o escrita dos livros did?ticos; com a an?lise cr?tica da abordagem das atividades de escrita, considerando os elementos do contexto hist?rico-social, funcional e lingu?stico-discursivo; e, desse modo, com o ensino, a pesquisa e as pol?ticas p?blicas para elabora??o, uso e sele??o de materiais did?ticos da ?rea de refer?ncia

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Neto, Joao Nemi. "A narrativa na escola: um estudo dos gêneros narrativos nos livros didáticos de Português." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-03052007-105431/.

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Esta dissertação pretende, mediante a análise de livros didáticos aprovados pelo PNLD 2005 - Plano Nacional do Livro Didático, trazer à luz discussões a respeito dos gêneros narrativos ficcionais nas escolas hoje. O trabalho se inicia com o levantamento e discussão das principais correntes teóricas acerca da narrativa e teorias da narratividade. A partir daí, buscando conceituar gêneros do discurso e tipos de texto, eixo norteador desta pesquisa, apresentamos elementos da discussão recente sobre o assunto entre os pesquisadores na área de ensino de língua portuguesa. Em seguida, procuramos analisar a forma como esses conceitos aparecem nos documentos oficiais - PCN e PNLD. Por fim, apresentamos a análise de duas coleções didáticas (Português: Linguagens de William Roberto Cereja e Thereza Cochar Magalhães e Português: Uma proposta para o letramento de Magda Soares) dirigidas a alunos do Ensino Fundamental II à luz das discussões anteriores. Com a discussão teórica sobre a presença dos gêneros do discurso e tipos de texto nos documentos oficiais e livros didáticos e a análise do livro didático de Português para o Ensino Fundamental II, pretendemos levantar questões sobre a importância da produção do texto narrativo ficcional na escola hoje. This dissertation aims at discussing the narrative genres in schools today. The first part presents the main theoretical studies about narrative and narratology. By the study on discourse genres and types of text, main trait of this research, it is intended to show elements of a recent discussion among researchers in the field of teaching Portuguese. Next, it is investigated the concepts of genre and text in the official documents - PCN and PNLD. Finally, it is presented an analysis of two collections of books (Português: Linguagens de William Roberto Cereja e Thereza Cochar Magalhães e Português: Uma proposta para o letramento de Magda Soares) intended for Ensino Fundamental II students. By presenting a discussion on discourse genres and types of texts in the official documents and text books and an analysis of Portuguese text books, it is intended to raise questions on the importance of fiction writing in schools today.

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Козлова, Вікторія Вікторівна, Мар'яна Валеріївна Лихих, Viktoriia Viktorivna Kozlova, and Mariana Valeriivna Lykhykh. "Linguocultural Type «Glamorous Woman» in Modern English Film Discourse." СумДПУ імені А.С. Макаренка, 2020. http://repository.sspu.edu.ua/handle/123456789/10907.

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The paper focuses on the linguocultural type “glamorous woman” in modern english film discourse and its conceptual, image-bearing and value components representation .У тезах доповіді представлено результати дослідження особливостей репрезентації компонентів лінгвокультурного типажу "гламурна жінка" в сучасному англомовному кінодискурсі.

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Nyström, Susanne. "Comparação de anúncios de emprego nas imprensas brasileira e sueca." Thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92986.

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O objetivo desta monografia de conclusão de curso é de analisar um corpus de anúncios de emprego brasileiros e suecos em jornais interurbanos para explorar semelhanças e diferenças, tanto na aparência como no conteúdo nos elementos estruturais dos anúncios. Foi escolhida a profissão de gerente para a comparação entre anúncios de emprego em dois jornais com periodicidade diária do Brasil e da Suécia, na ediçãoem papel. As maiores diferenças se acham no leiaute e no conteúdo dos anúncios. Os anúncios suecos são em geral mais completos em informação e requerimentos de ambos hard skills* e soft skills* do que os anúncios brasileiros. Os anúncios suecos em geral tentam criar uma imagem da pessoa procurada para candidatura do emprego. No caso dos anúncios brasileiros, focalizam nos hard skills e procuram uma pessoa com a requerida competência para preencher uma vaga. Os anúncios suecos são em geral longos e contêm imagens e logos, enquanto os anúncios brasileiros não têm fotos e poucos logos e em geral são curtos e com muitas abreviações. Os anúncios de ambos os jornais fazem referência à internet para mais informação. Quanto aos requerimentos da pessoa procurada para o emprego, existem bastantes semelhanças. O requerimento mais importante em ambos os jornais é a experiência, e entre os dez mais importantes achamos quatro que são os mesmos para ambos os jornais: experiência, liderança, educação e conhecimento. As formas de tratamento nos anúncios dos dois jornais comparados também diferem. Na maior parte dos anúncios suecos o tratamento é pessoal. Em todos os anúncios brasileiros evita-se um tratamento pessoal. No caso sueco o tratamento pessoal depende da história sueca de desenvolvimento de reformas sociais e de igualdade que criou uma forma geral de tratamento pessoal du ‘tu’. 2Abstract (sueco) Syftet med denna kandidatuppsats är att analysera en korpus bestående av brasilianska och svenska platsannonser i nationella dagstidningar för att undersöka likheter och olikheter, såväl i utformningen som innehållsmässigt i annonsernas strukturella uppbyggnad. I platsannonserna valdes yrket chef för jämförelse mellan platsannonserna i de två på papper tryckta dagstidningarna från Brasilien och Sverige. De största skillnaderna finns i layout och innehåll i annonserna. De svenska annonserna är i allmänhet mer kompletta när det gäller information och krav både på hard skills och soft skills än de brasilianska annonserna. De svenska annonserna försöker generellt att skapa en bild av den sökta kandidaten till tjänsten. När det gäller de brasilianska annonserna fokuserar man på hard skills och söker en person med den sökta kompetensen för att fylla en ledig plats. De svenska annonserna är i allmänhet längre och innehåller fotografier och företagsloggor medan de brasilianska annonserna inte har några foton och få loggor och i allmänhet är korta och har många förkortningar. Annonserna i båda tidningarna innehåller referenser till internet för mer information. När det gäller kraven på kandidaterna till tjänsterna finns många likheter. Det viktigaste kravet i båda tidningarna är tidigare erfarenhet och bland de tio viktigaste kraven hittar vi fyra som är lika för både brasilianska och svenska annonser: erfarenhet, ledarskap, utbildning och kunskaper. Hur man tilltalar en person i annonserna varierar också. I större delen av de svenska annonserna används ett personligt tilltal. I alla de brasilianska annonserna undviks ett personligt tilltal. I det svenska fallet beror det personliga tilltalet på den historiska utvecklingen genom sociala reformer när det gäller jämlikhet som skapade en allmän form för personligt tilltal i och med pronomenet du.

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Guilbert, Thierry. "Approche d'un type de discours constituant : le discours néolibéral dans les articles de commentaire." Amiens, 2005. http://www.theses.fr/2005AMIE0002.

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Nordin, Alexander. "Mellan raderna träder utställaren fram : En diskursanalytisk studie av Fotografiskas semiotiska och narrativa identitetsskapande i det digitala rummet." Thesis, Södertörns högskola, Svenska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32406.

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Den här studien undersöker hur webbplatsen kan användas i syfte att förmedla en varumärkesidentitet hos företag inom kultursektorn. Fotografiska, en privat konsthall för samtida fotokonst, belägen i Stockholm, publicerar på sin webbplats texter om varje utställning som konsthallen arrangerar. Undersökningen utgår från antagandet att såväl den omgivande kontexten som innehållet i texterna bidrar till att skapa en varumärkesidentitet. Genom en multimodal och narrativ diskursanalys av webbplatsen och utställningstexterna analyserar jag hur denna identitet realiseras i samspelet mellan semiotiska och narrativa resurser och vilken bild den förmedlar av Fotografiska till betraktaren. Resultatet visar, enligt min tolkning, att Fotografiska använder webbplatsen i identitetsskapande syfte genom porträtteringen av fotokonsten och dess centrala aktörer som bärare av ett antal socioestetiska kärnvärden; minimalism, intellektualitet, exklusivitet, tradition och kunnighet. This study examines how websites can be used for corporate branding purposes of institutions in the cultural field. It is based on my analytical findings on the website of Fotografiska, a gallery for contemporary fine art photography in central Stockholm. The thesis is based on the claim that both the surrounding context and the content of the exhibition texts plays a crucial role in the creation of a corporate brand for art galleries. Therefore my intention here is to show how Fotografiska all together use semiotic and narrative resources on their website in order to brand themselves. Supported by the findings from my sociosemiotic discourse analysis I argue that the extensive portraying of fine art photography and its key figures, maintains a few artistic core values that are characteristic for the branding of Fotografiska. Those are minimalism, intellectuality, exclusiveness, tradition and expertise.

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Savard, Jason. "Scénographies, garants et types de discours dans l’album Stillmatic de Nas (2001)." Master's thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/26098.

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Cette étude vise à analyser la rhétorique utilisée dans les textes de l’album Stillmatic (2001) du rappeur américain Nas. Plus particulièrement, nous observerons le déploiement de l’ethos par l’analyse des scénographies et garants employés. Les notions qui serviront à notre exposé seront principalement tirées de l’analyse du discours de Dominique Maingueneau et Ruth Amossy, en plus de celles portant sur le polémique chez Dominique Garand. Enfin, nous référerons à quelques chercheurs spécifiquement intéressés à la culture hip-hop tels que Michael Eric Dyson. Nous proposons en premier lieu d’observer la rhétorique de l’ensemble de l’album, pour ensuite étudier chacun des trois types de discours que nous avons identifiés, c’est-à-dire les discours polémique, civique et prophétique. Nous mettrons l’accent sur l’apport de chaque discours à la construction d’un ethos prophétique en accord avec son environnement.

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Zhang, Ying. "The Efficacy of Level of Adjunct Questions over Time by Discourse Type." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/6071.

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The potential differential effects of discourse type on the study of adjunct question efficacy were examined. The interaction among discourse type, question level, and time of test was investigated as reflected by readers' intentional and incidental learning outcomes. Eighty-four undergraduate students enrolled in an introductory psychology course were randomly assigned to four experimental conditions: (a) texts with low-order questions, (b) texts with high-order questions, (c) texts with both low- and high-order questions, and (d) texts with no questions. Each subject read both the narrative text and the expository text. The dependent measure was composed of five subscales of the criterion test, focusing on the relation between levels of questions and levels of importance in the queried information. Immediate and seven-day delayed testing results were examined using multivariate analysis of variance repeated measures, simple main effects analysis, Newman-Keuls multiple comparison, and paired t tests. Adjunct questions were found to be more facilitative for comprehending the expository text than for the narrative text at the college level. An interaction among discourse type, question level, and time of test was found. The effects elicited by low-order questions increased over time in the expository text, but declined rapidly in the narrative text, whereas effects induced by high-order questions remained stable in the narrative text, but declined significantly in the expository text over time. In addition, intentional learning was less susceptible to the time effect than incidental learning for both types of text. On most measures, subjects provided with low-order questions outperformed those provided with high-order questions. The study suggests that the differential effects of adjunct questions might be a function of the combined force of discourse type, question level, and time of test; further research is needed to explore the relative efficacy of adjunct questions of different levels.

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Wispinski, Matthew. "Re-exploring travel literature, a discourse-centred approach to the text type." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24271.pdf.

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Crawford, Malinda L. "The effects of time and discourse type on a writing performance assessment /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998028.

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Escayola, Inès. "Étude quantitative et qualitative de 45 emprunts de sens dans sept types de discours quebecois." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ61744.pdf.

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Escayola, Inès. "Étude quantitative et qualitative de 45 emprunts de sens dans sept types de discours québécois." Mémoire, Université de Sherbrooke, 2000. http://savoirs.usherbrooke.ca/handle/11143/2158.

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Au Québec, certaines circonstances font en sorte que les anglicismes sont perçus de manière péjorative, comme des mots à éviter. Afin de s'en débarrasser dans l'exercice de leurs fonctions, les rédacteurs et autres professionnels québécois de la langue se servent de certains ouvrages de référence. Cependant, des chercheurs ont relevé les limites de ces outils de référence. Ce mémoire analyse les outils de référence actuellement disponibles afin de voir s'ils sont appropriés aux besoins des rédacteurs québécois. À partir d'une liste de 45 emprunts de sens et à partir d'un corpus de textes québécois reflétant divers types de discours, soit la Banque de données textuelles de Sherbrooke (BDTS), nous nous sommes fixé deux objectifs. Le premier objectif est d'étudier l'ampleur de l'utilisation des 45 emprunts de sens dans la BDTS ainsi que leur dispersion dans sept types de discours (administratif, journalistique, scientifique, sociopolitique, technique, littéraire et oral). Le second objectif est d'évaluer la pertinence des ouvrages de référence au regard des emplois tirés de la BDTS."--Résumé abrégé par UMI.

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Escayola, Inès. "Étude quantitative et qualitative de 45 emprunts de sens dans sept types de discours québécois." Sherbrooke : Université de Sherbrooke, 2000.

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Трофименко, А. В. "Засоби творення комічного в телесеріалах та способи їх перекладу українською". Master's thesis, Сумський державний університет, 2019. http://essuir.sumdu.edu.ua/handle/123456789/75190.

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Мета: з’ясувати природу комічного, виокремити функціональні різновиди та функції феномену, виявити мовні закономірності в процесі реалізації комічного, визначити найбільш адекватні способи передачі цих прийомів українською мовою, дослідити особливості американських, англійських та українських жартів, встановити основні відмінності між ними, а також визначити, чи мають вони спільні риси. Теоретичне значення: теоретичні засади дипломної роботи можуть бути використані для подальшого аналізу феномена комічного, а також для більш детального дослідження телевізійного дискурсу та стилістичних засобів, що використовуються в ньому для творення комічного ефекту або інших цілей. Крім того, результати роботи можуть бути використані для написання статей, наукових тез та рефератів з обраної тематики. Практичні висновки щодо перекладацьких трансформацій, що застосовують для передачі англомовних жартів та загалом форм комічного українською мовою, можуть бути використані на заняттях з практики перекладу та вивчення іноземної мови у вигляді прикладів вдалих еквівалентів, створених професійними перекладачами. Вивчення поставлених питань показало, що не існує одного загального та універсального методу для передачі комічного з однієї мови, тобто англійської, іншою, в нашому випадку, українською. Під час перекладу фахівець повинен орієнтуватися не тільки на форму, але і на зміст жарту, що часто є імпліцитним, тобто прихованим, на контекст та інші екстралінгвістичні фактори, які, з одного боку, можуть ускладнити процес перекладу, а з іншого, допомагають краще зрозуміти ситуацію, в якій використовується комічне. У будь-якому разі, перекладач повинен проявити творчість, креативність, і що не менш важливо, — мати гарне почуття гумору для адекватної передачі жарту цільовою мовою. Цель: выяснить природу комического, функциональные разновидности и функции феномена, выявить языковые закономерности в процессе его реализации, определить наиболее адекватные способы передачи этих приемов на украинский язык, исследовать особенности американских, английских и украинских шуток, установить основные различия между ними, а также определить их общие черты. Теоретическое значение: теоретические основы дипломной работы могут быть использованы для дальнейшего анализа феномена комического, а также для более детального исследования телевизионного дискурса и стилистических средств, используемых в нем для создания комического эффекта. Кроме того, результаты работы могут быть использованы для написания статей, научных тезисов и рефератов по выбранной тематике. Практические выводы по переводческих трансформациях, применяемых для передачи англоязычных шуток и форм комического на украинском языке, могут быть использованы на занятиях по практике перевода и изучению иностранного языка в виде примеров удачных эквивалентов, созданных профессиональными переводчиками. Изучение поставленных вопросов показало, что не существует одного общего и универсального метода для передачи комического с одного языка, то есть английского, на другой, в нашем случае, украинский. При переводе переводчик должен ориентироваться не только на форму, но и на содержание, часто имплицитное, то есть скрытое, контекст и другие экстралингвистические факторы, которые, с одной стороны, могут усложнить процесс перевода, а с другой, помогают лучше понять ситуацию, в которой используется комическое. В любом случае, переводчик должен проявить творчество, креативность, и что не менее важно, - иметь хорошее чувство юмора для адекватной передачи шутки в целевом языке. Goal: to find out the nature of the comic, functional varieties and functions of the phenomenon, to identify the language patterns in the process of its implementation, to determine the most appropriate ways to render these techniques into Ukrainian, to study the features of the American, English and Ukrainian jokes, to establish the main differences between them, as well as to determine their common features. Theoretical meaning: the theoretical foundations of the thesis can be used for further analysis of the phenomenon of the comic, as well as for a more detailed study of television discourse and stylistic means used in it to create a comic effect. In addition, the results of the work can be used for writing articles, scientific theses, and essays on selected topics. Practical findings on the translation transformations used for the conveying of English-language jokes and comic forms in Ukrainian can be used in the classes on translation practice and foreign language study in the form of examples of successful equivalents created by professional translators. The study of the given questions has shown that there is no common and universal method for the rendering of the comic from one language, that is, English, to another, in our case, Ukrainian. While translating, the translator should be guided not only by the form but also by the content, often implicit, i.e. hidden, context and other extra-linguistic factors, which, on the one hand, can complicate the translation process, and on the other hand, help to better understand the situation in which the comic is used. In any case, the translator must be creative, innovative, and, equally important, have a good sense of humor to adequately convey the joke in the target language.

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Omelichkina, Elena. "La réalisation du type linguoculturel "héros combattant" dans le discours littéraire." Phd thesis, Université de Haute Alsace - Mulhouse, 2013. http://tel.archives-ouvertes.fr/tel-01060177.

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Dans la présente thèse en cotutelle qui a pour titre: "La réalisation du type linguoculturel " héros combattant" dans le discours littéraire" nous abordons les domaines de la linguistique théorique actuelle: le langage et la société, le langage et la culture, études cognitives et axiologiques. La linguoculturologie est une nouvelle branche de la linguistique qui traite le type linguoculturel comme une variété de concept, dont le contenu est une personnalité linguistique typifiée. L'actualité de l'étude du type linguoculturel " héros combattant " est conditionnée par la nécessité d'étudier les particularités du raisonnement et du comportement de la personnalité héroïque comme reflet du caractère national et de valeurs propres à telle ou telle linguoculture, mais également comme personnalité modèle fixant les orientations les valeurs de comportement pour les représentants de la nation. La compréhension de la symbolisation de l'image du héros combattant est importante pour comprendre la mentalité française. Les caractéristiques générales du type étudié et les outils linguistiques, l'objectivant dans le discours littéraire servent de matière de l'étude. L'objectif de la thèse est de réaliser une analyse complexe de la réalisation du discours du type linguoculturel " héros combattant ". Nous nous sommes servi pour notre matériel d'études de fragments de textes de cinq œuvres littéraires... [...]

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Synnemar, Per Olov. "La réception de Michel Houellebecq en Suède : Une étude des discours de trois médiateurs." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182299.

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Michel Houellebecq is since the 1990s one of the most controversial French authors and today one of the most read, in particular after the publication of his work Submission in 2015 where the action takes place in a future France where an Islamist party has been elected to power. Houellebecq has acquired notoriety and popularity far beyond France, including Sweden. He deals with subjects such as religion, morality, globalization, consumerism, liberalism, sexuality, to name a few. The research perspectives linked to Houellebecq's literature are numerous, notably from an ideological/political point of view. Given the complexity of Houellebecq’s image, the question arises of whether there is a link between this image and the mediators that have introduced Houellebecq in Sweden? Based on this, the objective of this essay is to study the type of mediation which Houellebecq has been subjected to in Sweden. More specifically, we will be interested in knowing what are the types of mediators that introduce and present Houellebecq in Sweden and what are the characteristics of the discourse that they produce? In order to achieve this, we have chosen a corpus consisting of 89 newspaper articles published between 1998 and 2018 and selected three mediators that have written three or more articles. As method for analyzing these, we have used the theories of Gisele Sapiro and Pascale Casanova. The application of these theories has enabled us to discern two distinct types of mediators, and one with a slightly less distinct characteristic.

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Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.

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Rouet-Delarue, Christelle. "Analyse linguistique du discours historien : des sources au genre historique ?" Thesis, Bordeaux 3, 2014. http://www.theses.fr/2014BOR30004/document.

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Notre travail a pour objectif d'analyser les rapports entre un « discours d'archive » et un « discours d'historien » (notion de genre à discuter), chaque modalité renvoyant à des fonctions et à des formes de structurations différentes tout en portant sur la même réalité. Il y a donc un double paradigme mais avec des corrélations. L'analyse portera sur un corpus de discours d'archive (étape pré-analytique de recherche et de numérisation) et sur un corpus d'écrits d'historiens. Après une description des relations qu'ont pu entretenir l'histoire, la linguistique puis plus tard l'analyse du discours, nous analyserons chaque partie du corpus, puis nous les confronterons pour tenter d'identifier leurs points de rencontre et de divergence. Le discours historien est le siège de la confrontation entre d'une part les traces que le passé a laissées et la perception que l'on a des événements (dans le passé et dans le présent, et ce sous le joug de la mémoire collective et de l'héritage culturel), et d'autre part la réalité passée, livrée par l'historien au prix d'une étape « littéraire » et discursive incontournable. Les sciences du langage doivent pouvoir mettre à jour aussi bien les éléments de cohésion et de cohérence internes que les structures interdiscursives qui construisent le monde par ce qu'on en dit. Ainsi, si l'histoire est une réappropriation-reformulation du passé par l'intermédiaire, entre autres, des sources, le discours de l'historien doit en porter les traces : l'analyse du discours peut les dégager, et doit permettre d'expliciter les modalités de mise en œuvre de la langue, dans le cas d'un discours spécialisé relevant du genre historique The object our thesis is to bring to light signs of relations (meeting points and divergences) between a specifical discourse (historical discourse and notion of type of discourse to debate) and the historian's source. The study will focus on a selection of material composed of a part of historical discourse and a part of historical source (research in archives and digitalisation). The discourse of history is the meeting place traces of the historian's source, with the perception of events (in the past or nowaday, and through collective memory and cultural heritage), and the past reality, which was written by the historian. Science of langage will show the discourse elaborating constructions of meaning in specific domains (historical and politic) on the level of the text and the inter-texte level (intertextual and interrelation relations). If the historian discourse is a reappropriate and a reformulation of the historians source, it must carry its traces, and linguistic can explain structures of meanings

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Goodrich, Jean Nowakowski. "Emergent Discourses of Difference in Spenser's Faerie Queene." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1119%5F1%5Fm.pdf&type=application/pdf.

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Wang, Bo. "Inventing a Discourse of Resistance: Rhetorical Women in Early Twentieth-Century China." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1188%5F1%5Fm.pdf&type=application/pdf.

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Shen, Lei. "A Discourse Analysis of Chinese Disagreement Management Strategies in Business Negotiation Settings." Diss., Tucson, Arizona : University of Arizona, 2006. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1469%5F1%5Fm.pdf&type=application/pdf.

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Costa, Leila de Aguiar. ""Plaisans et sentencieux discours" : le langage des types dans la comédie humaniste en France et au Portugal (1527-1564)." Paris, EHESS, 1997. http://www.theses.fr/1997EHESA031.

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Notre etude porte sur l'expression et la strategie langagieres des types de la comedie humaniste francaise et portugaise du seizieme siecle. Le corpus de notre choix se compose de : os estrangeiros et os vilhalpandos (francisco de sa de miranda), l'eugene (etienne jodelle), comedia eufrosina, comedia ulysippo et comedia aulegrafia (jorge ferreira de vasconcelos), comedia do fanchono (antonio ferreira), les corrivaux (jean de la taille), la tresoriere et les esbahis (jacques grevin). Partant des "bords du theatre", nous decrivons l'appareil liminaire, ecrit et visuel, des comedies. Les hors-textes comiques, figures d'assistance, commandent l'interlocution et l'interaction entre texte-auteur-personnage-lecteur/spectateur, ce qui garantit la comprehension, la reception et l'interet du texte comique. Nous passons ensuite a l'"entree dans l'illusion" qui, tout en constituant l'argument et la premiere scene de la comedie, en delivre les premiers indices et ebauche les premiers traits des types. Nous decrivons enfin les traits essentiels des caracteres qui provoquent le rire ; jeunes galants, vieillards et barbons amoureux, soldats, parasites et jeunes amoureuses, autant de personnages/types que nous aprehendons comme sujets de renonciation. C'est dire l'importance de la minuitie d'analyse des tirades des personnages, qui choisissent leurs mots et leurs dires en fonction de leur nature. Cette demarche de dissection textuelle contribue non seulement a la description des visages comiques mais aussi a la comprehension des rouages de la machine-discours.

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Marty, Emmanuel. "Journalismes, discours et publics : une approche comparative de trois types de presse, de la production à la réception de l'information." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2010. http://tel.archives-ouvertes.fr/tel-00542750.

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La Presse Quotidienne Nationale (PQN), historiquement presse de référence, se trouve aujourd'hui face à des difficultés économiques, traduites et aggravées par l'émergence de nouveaux modèles journalistiques, tels que ceux de la Presse Quotidienne Gratuite (PQG) et de la Presse Indépendante en Ligne (PIL). Cette reconfiguration du paysage médiatique soulève des questions à la fois économiques pour les entreprises de presse et démocratiques pour les citoyens. Il s'agit alors de comprendre le fonctionnement de ces trois types de presse : la PQN, dont le modèle est fondé sur un équilibre entre adaptation au lecteur et à l'annonceur ; la PQG, tournée vers l'élaboration d'un produit presse industrialisé financé exclusivement par les annonceurs ; la PIL, se voulant avant tout une alternative éditoriale à une presse historique considérée comme défaillante. A travers les notions de système médiatique, de contrat de communication et de cadres d'interprétation du monde social, l'enjeu de ce travail est de saisir en quoi les conditions de production du discours journalistique, ses formes discursives et ses modes d'appréhension en réception peuvent être interdépendants. Appliquée au discours d'actualité sur les ressources énergétiques (hausse du prix du pétrole et projet de loi dit « taxe carbone »), cette étude est donc avant tout comparative. Elle se propose d'articuler les dimensions socio-économiques de la production journalistique des trois types de presse précités, l'analyse linguistique de leurs produits discursifs respectifs et l'étude expérimentale de leur réception par des lecteurs préalablement caractérisés.

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Harrison, Julia. "The structure of discussion : a discourse analytical approach to the identification of structure in the text type 'discussion'." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/12422/.

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This study is concerned with the structural analysis of a corpus of discussive data. The data, mainly taken from CANCODE, the Cambridge and Nottingham Corpus of Discourse in English, was taken from a range of situational contexts, along a cline of formality from informal ‘chat’ to public broadcast material. The data was analysed using a version of the Sinclair and Coulthard (1975) model of discourse, which was adapted to deal with spoken discussion, and the resultant analytical framework was described in detail. Previous studies of discussion and argumentation have looked either at intra-turn structure, or at the local management of disagreement between turns. This study aims to provide an overall analysis of the structure of discussion, with a view to elucidating the argumentative and persuasive strategies used by interactants involved in spontaneous spoken discussion. It is argued that discourse acts can be identified through the study of certain lexico-grammatical items which typically realise them, and that both at act level and at move level elements of structure combine to form a type of patterning which is typical to discussive texts. It is further argued that this patterning reflects various aspects of the ‘nature’ of discussion, such as its combativeness, and the way that interpersonal objectives become less important in this type of interaction. Also the emergent nature of opinion in discussion is reflected in interactants’ use of focussing moves and summarising acts, and points of convergence between interactants can be identified through their use of responding moves.

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