Motivações funcionais da gradação entre construções encaixadas nominais e verbais

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O desenvolvimento da expressão modalizadora “pode ser”. um caso de (inter)subjetivização no português

Based on a functionalist approach, this paper analyzes the modalized expression pode ser as a complement-taking predicate which embeds a proposition (pode ser1) and as an independent structure (pode ser2), in contemporary written and spoken Brazilian Portuguese texts. We aim to identify degrees of (inter)subjectivity, revealing a process of (inter)subjectification (TRAUGOTT, 2010 among others). The analysis carried out in this paper is supported by parameters of (inter)subjectivity of modal elements (TRAUGOTT; DASHER, 2002) and by the notion of modality as a multifunctional category, serving not only to encodethe speaker’s attitude regarding the modalized content, but also as a pragmatic strategy, as a regulator of communicative situation. The exam reveals pode ser as a strongly demanded structure in interaction, a fairly requested set and also productive and useful for interpersonal relationships. The examination of semantic, discursive and morphosyntactic properties indicates a shift from syntax (pode ser1) to discourse (pode ser2), interpreted as a development of (inter)subjectification.

Oh chale : Two stance-taking strategies in Ghanaian Pidgin English

A common assumption is that language is used for conveying factual information, but linguistic forms also serve a way to communicate pragmatic features, such as speakers’ intentions and mental state. This study describes and analyses two strategies for stance-taking in GhaPE, more specific the use of discourse particles and complement-taking predicates. Such grammatical resources have been identified in the literature to play important functions in signalling how the speaker evaluates and positions him/herself and the addressee with respect to objects of discourse. The analysis and discussion of forms is informed by Du Bois’ (2007) ‘stance triangle’, which has proved to be a useful analytical device for investigating stance from a dialogical perspective. GhaPE is at times anticipated as fairly simple both by scholars and in the community where it is spoken. This thesis is thus an attempt to display aspects of the richness of the language.

Ciclagem de nutrientes em mangueira

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Epistemic modality in Ghanaian Pidgin English

This study investigates the expression of epistemic modality in a corpus of Ghanaian Pidgin English (GhaPE). The epistemic expressions are manually identified and thereafter distinguished from each other in terms of grammatical status and their indication of different epistemic and evidential notions. 7 different elements are found, ranging from 1 pre-verbal marker, 1 adverb, 2 particles and 3 complement-taking predicates. The results indicate, in line with existing research, that to differentiate between usage properties of individual modal expressions it may be necessary to subdivide them in terms of not only epistemic but also evidential meanings. Moreover, a functional parallel between the GhaPE particle abi, the Swedish modal particle väl and the Spanish adverbs a lo mejor and igual is demonstrated, with respect to their simultaneous function of expressing epistemic probability and asking the hearer for confirmation. Finally, the results suggest, contrary to previous accounts, that the pre-verbal marker fit may indicate epistemic possibility without the addition of a preceding irrealis marker go. It is proposed that future researchers should make use of bigger corpora in order to arrive at a more ample conception of both individual modal categories and their interrelations.

Os advérbios focalizadores no português falado do Brasil: uma abordagem funcionalista

Pós-graduação em Estudos Linguísticos - IBILCE

Taking a 'reality' check : expanding pre-service teachers' views on pedagogy and diversity

The outcomes of a two-pronged 'real-world' learning project, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this paper. Seventy-two fourth-year and 22 first-year students, enrolled in a Bachelor of Education degree in Queensland, Australia, were engaged in community sites outside of university lectures, and separate from their practicum. Using Butin's conceptual framework for service learning, we show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers. We contend that when such 'real-world' experiences have different foci at different times in their four-year degree, pre-service teachers have more opportunities to develop sophisticated understandings of pedagogy in diverse contexts for diverse learners.

The importance of school connectedness in adolescent risk taking and injury prevention

Background: Injury is the leading cause of mortality for young people in Australia (AIHW, 2008). Adolescent injury mortality is consistently associated with risk taking behaviour, including transport and interpersonal violence (AIHW, 2003), which often occurs in the context of alcohol and other substance use. A rapid increase in risk taking and injury through early to late adolescence highlights the need for effective school based interventions. Aim: The aim of the current research was to examine the relationship between school connectedness and adolescent risk and injury, in order to inform effective prevention approaches. School connectedness, or students’ feelings of belongingness to school, has been shown to be a critical protective factor in adolescence which can be targeted effectively through teacher interventions. Despite evidence linking low school connectedness with increased health risk behaviour, including substance use and violence, research has not yet addressed possible links between connectedness and a broader range of risk taking behaviours (e.g. transport risks) or injury. Method: This study involved background data collection to inform the development of an intervention. A total of 595 Year 9 students (aged 13-14 years) from 5 Southeast Queensland high schools completed questionnaires that included measures of school connectedness, risk taking behaviour, alcohol and other substance use, and injuries. Results: Increased school connectedness was found to be associated with fewer transport risk behaviours and with decreased alcohol and other substance use for both males and females. Similarly, increased school connectedness was associated with fewer passenger and motorcycle injuries for male participants. Both males and females with increased school connectedness reported fewer alcohol related injuries. Implications: These results indicate that school connectedness appears to have protective effects for early adolescence. These findings may also hold for older adolescents and indicate that it may be an important factor to target in school based risk and injury prevention programs. A school connectedness intervention is currently being designed, focusing on teacher professional development. The intervention will be implemented in conjunction with a curriculum based injury prevention program for Year 9 students and will be evaluated through a large scale cluster randomised trial involving 26 schools.