Resultados de pesquisa

Há um falar e dois entenderes numa perspectiva da psicolinguística, mostrando que o conteúdo de uma palavra ou expressão pode/tem sempre um segundo "entender"

Os mecanismos discursivos do humor e o seu papel na aprendizagem de uma lígua estrangeira

Humour and Leadership at School This study establishes a relationship between the capacity of humour appreciation and the way leadership is held at school. The individual leadership characteristics of some school leaders have been compared with their sense of humour and although the results haven’t been very conclusive, there is a strong tendency, showing that school headmasters who are true leaders reveal a good sense of humour. In methodological terms, this study was organized in two phases: in the first one, 85 headmasters answered to a questionnaire built in order to evaluate their leadership characteristics; in the second phase, 50 headmasters chosen among the initial 85 because of their good capacity of leadership were evaluated, taking into account Thorson and Powell sense of humour scale (1993). This experimental research ...

Language is understood as part of a cognitive system, containing some processes as emotions, perception, categorization, abstraction and reasoning. Information processing and language understanding are active phenomena, requiring from the listener the obligation to use cognitive rules in order to resemble each sentence he or she is reading or listening to what he or she has read or heard before taking into account the perspective of textual cohesion. Thus, a cognitive rule can be defined as a general construct, a logical proposition or a fact that comes from experience. When the speech is humorous, the incongruity must be present. This is because the physical response of laughter is caused by the coexistence of two or more inconsistent, incongruous and apparently not bound together instances. The incongruity resolution model states t...

The importance of humour has been increasing the interest in its potential applications in a variety of professional domains. This is the case of education which was traditionally seen as a serious undertaking where there was no place for humour. However it is now understood that it is possible and very advantageous to make learning fun. In the classroom, teachers should assume the role of learning mediators, so it seems pertinent to assess teachers’ ability to process humour information through humorous texts. Accepting the general research lines of Fauconnier and more recently of Ritchie, every humorous text follows a mechanism in which there is an initial part, called the set-up, appearing to have one interpretation, and a final part, the punchline, which provokes a mental shifting and forces the reader or the hearer to perceive an...