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[pt] O ritmo acelerado de inovação tecnológica destaca as questões da relação entre usuários, objetos e ambientes digitais, e, evidencia, no contexto das interfaces gráficas, a existência de uma Alfabetização Visual-Digital. O meio digital, construído pela intersecção de diferentes mídias que misturam gêneros visuais distintos, exige dos usuários um conjunto específico de habilidades, uma vez que a instabilidade das interações digitais define uma dinâmica única entre designers, plataformas e usuários. Por isso, torna-se de extrema importância a investigação quanto às diferentes habilidades e processos de alfabetização desenvolvidos por usuários de tecnologia ao interagir na esfera digital. O objetivo desta pesquisa foi pesquisar o impacto da Alfabetização Visual, por meio da aquisição de repertórios, na experiência de usuários no acesso aos dispositivos móveis. Para tanto, trabalhou-se com a hipótese de que um repertório visual limitado é causa direta da ocorrência de uma Alfabetização Digital insuficiente para determinados usuários. Para uma base teórica, foram levantadas a evolução das tecnologias e das interfaces gráficas do usuário (GUIs); além de formalizados os conceitos de Alfabetização Visual e Digital. A partir desse levantamento, foram definidas duas técnicas de avaliação: um Teste de Compreensão Iconográfica e um Teste de Usabilidade. Os resultados finais de ambas as técnicas aplicadas mostraram que a Alfabetização Visual influencia, de fato, no desempenho dos usuários na interação com dispositivos, comprovando que a Alfabetização Digital se relaciona com os repertórios visuais dos indivíduos. / [en] The rapid pace of technical innovation highlights the issues of the relationship between users, digital objects and environments, and, in the context of graphical interfaces, shows the existence of Visual-Digital Literacy. The digital medium, built by the intersection of different media that mix distinct visual genres, requires people to have a specific set of skills, since the instability of digital interactions defines a unique dynamic between designers, platforms and users. Hence, it becomes of the utmost importance to research on the different skills and processes of literacy developed by technology users when interacting in the digital sphere. This master s research proposes as an overall intention to investigate the impact of Visual Literacy, through the acquisition of repertoires, in users access to mobile devices. To that effect, the research hypothesis is that a limited visual repertoire is a direct cause of users deficiency in Digital Literacy skills. For a theoretical basis, the evolution of technologies and graphical user interfaces (GUIs) were raised; as well as outlined the concepts of Visual and Digital Literacy. Succeeding this review, two evaluation techniques were defined: an Iconographic Comprehension Test and a Usability Test. The final results of both applied techniques showed that Visual Literacy does influence on the performance of users in the interaction with devices, proving that Digital Literacy relates to people visual repertoires.

本研究旨在探討圖像輔助呈現時機對台灣國中生聽力的影響，而圖像輔助呈現時機則分為在聽力活動前與在聽力活動進行中。同時為了深入探究其效益，本研究更著重於其對高、中、低三個不同能力組別學生的影響。除此之外，並對於二份學生問卷的回答加以探討： （1）問卷一有關學生們先前學習英語的背景資料。 （2）問卷一有關學生們在聽力過程中主要遭遇的問題，涵蓋聽力內容、聽者本身與外在因素等。 （3）問卷二有關學生們對圖像式聽力測驗的反應與他們對實施聽力測驗時，圖片展示時間的看法。 本研究以台中縣光正國中一個國三班級42位同學為對象，經過英語聽力能力測驗後，他們被分為高中低三組。實驗前，學生們先填寫第一份問卷。隨後，三組學生一起接受兩種實驗: (1)邊聽邊看圖片; (2)先展示圖片再聽。在完成所有實驗後，隨即填寫第二份問卷。本研究主要結果如下： （1）大多數的受試者已學習英語3年以上，卻對自己的聽力缺乏信心。此現象乃肇因於學生們有限的練習時間。也因此，他們大多不贊成將來升高中大考有聽力測驗的項目。另外，眾多的學生表達了希望獲得老師在聽力方面指導的強烈需求。 （2）聽力能力愈差的學生，遇到更多的聽力問題，尤其在聽力內容與聽者本身方面問題為最。 （3）以整體學生的聽力表現而言，聽前呈現圖片對學生的幫助比邊聽邊呈現圖片的效果來的顯著。 （4）以各個組別學生的聽力表現而言，聽前呈現圖片最能彌補中低程度學生聽力的不足。 （5）超過半數以上的學生表達較喜愛圖像式的英語聽力測驗，尤其是圖像呈現在正式的聽力活動之前為最。 根據研究的結果，聽前呈現圖像輔助對不同程度的學生均有助益，尤其對中低程度者聽力理解的幫助更為顯著。因此，本論文呼籲，國中英語老師可在實施英語聽力測驗時，多善用圖像輔助以引發學生的學習動機並藉由聽前呈現圖片技巧來提昇學生們的英語聽力理解。 / The purpose of the present study is to explore the effects of pictures as cues supplied at different time periods, the picture before listening comprehension test (BLCT) and during listening comprehension test (DLCT). More specific, it is focused on the comparisons of the effects of BLCT and DLCT on the high, middle and low proficiency groups. Also probed are students’responses to two questionnaires on the following issues. (1) The subjects’ previous English learning background as shown in Questionnaire One; (2) The main listening problems the subjects encounter in the process of listening, including the oral text, the listener and external aspects; (3) The subjects reactions to the listening comprehension with the picture format and their preference for the timing of picture-giving. The subjects of this study are 42 students of nine-grade junior high school students in Kuang-cheng Junior High School in Taichung County. They are divided into three proficiency groups—the high proficiency group (HPG), the intermediate proficiency group (MPG) and the low proficiency group (LPG) according to the scores of the listening comprehension test in the subjects’ second mid-term examination. At the beginning of the overall experiment, they are demanded to finish Questionnaire One. After that, they are assigned to take two listening comprehension tests: a listening comprehension test with a picture before listening and during listening. After receiving the two treatments, the subjects are asked to complete Questionnaire Two to reveal their attitudes toward the listening comprehension tests with visual cues. The major findings of the present study are summarized as follows: (1) Although most of the subjects have learned English for more than three years, they do not establish much confidence in their own listening ability due to the limited time of practice in listening. Many of them do not support the idea of incorporating the listening comprehension test into the future high school entrance exam. However, they express their eagerness for obtaining the teacher’s guidance in listening. (2) The worse the listeners achieve, the more listening difficulties they would come across, especially in the oral text and the listener himself/herself. (3) BLCT is more effective than DLCT. This can be proved by the mean scores and standard deviation of BLCT and DLCT respectively. (4) As the three different proficiency groups are taken into consideration, BLCT lends itself to the low proficiency groups (LPG) and the intermediate proficiency groups (MPG). (5) Most of the subjects prefer the listening comprehension test with the picture format, particularly the visual cue before the listening activity. Based on the results of the study, the picture before listening benefits all of the three proficiency groups, especially the lower achievers. The researcher suggests that English teachers in junior high school try to make good use of visual cues in constructing listening comprehension tests to arouse students’ motivation and thus improve students’ listening comprehension.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-05-14T12:53:38Z No. of bitstreams: 1 Lilian Meibach Brandoles de Matos.pdf: 996674 bytes, checksum: eba58161dd0ba0a0613078ecbfdbdb12 (MD5) / Made available in DSpace on 2018-05-14T12:53:38Z (GMT). No. of bitstreams: 1 Lilian Meibach Brandoles de Matos.pdf: 996674 bytes, checksum: eba58161dd0ba0a0613078ecbfdbdb12 (MD5) Previous issue date: 2018-03-12 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The domain of language is one of the fundamental elements for social life and fundamental in thought processes. The oral language can be receptive and expressive: the receptive refers to the individual's ability to understand what he hears, that is, to understand oral language; the expressive represents the individual's ability to speak and communicate orally. The present study has the main objective to identify the extension of the receptive vocabulary of a group of Brazilian children of elementary school and its relation with the reading comprehension. For this it was necessary: to verify the extension of the receptive vocabulary of students from 1st to 5th year; check reading comprehension; to investigate the relationship between the extension of the receptive vocabulary and the reading comprehension; to verify how the variable age behaves in the receptive vocabulary analyzes, the reading comprehension and the relation between them. The sample came from a private school that serves children from families of high socioeconomic status in the city of São Paulo. 95 students participated from the 1st to 5th year of elementary school. Two instruments were used: Peabody Image Receptive Vocabulary Peabody Test and Reading and Sentence Comprehension Test (TELCS). The results obtained in this study were expressed as mean and standard deviation for each age group, school year, receptive vocabulary and reading comprehension test. An analysis of variance (ANOVA) was conducted and Tukey's post hoc test was also used. The evaluation of the receptive vocabulary with the Peabody test allowed us to conclude that there is a significant difference in Peabody performance according to age and school year. The results indicated that the children had a growing extension of the receptive vocabulary and level of reading comprehension, according to the increase of age and schooling. It was possible to observe a significant correlation between the extension of the receptive vocabulary and the level of reading comprehension of the 3rd, 4th, and 5th grade students / O domínio da linguagem é um dos elementos fundamentais para a vida social e fundamental nos processos de pensamento. A linguagem oral pode ser receptiva e expressiva: a receptiva refere-se à capacidade do indivíduo de compreender o que ouve, isto é, compreender a linguagem oral; a expressiva representa a habilidade do indivíduo para falar e se comunicar oralmente. O presente estudo tem por objetivo central identificar a extensão do vocabulário receptivo de um grupo de crianças brasileiras do Ensino Fundamental I e sua relação com a compreensão da leitura. Para isso foi necessário: verificar a extensão do vocabulário receptivo de alunos de 1º a 5º ano; verificar a compreensão da leitura; investigar a relação entre a extensão do vocabulário receptivo e a compreensão da leitura; verificar como se comporta a variável idade nas análises do vocabulário receptivo, na compreensão da leitura e na relação entre elas. A amostra foi proveniente de uma escola particular que atende crianças de famílias de nível socioeconômico alto da cidade de São Paulo. Participaram 95 alunos do 1º ao 5º ano do ensino fundamental. Foram utilizados dois instrumentos: Teste de Vocabulário Receptivo por Imagens Peabody e Teste de Leitura e Compreensão de Sentenças (TELCS). Os resultados obtidos neste estudo foram expressos sob a forma de média e desvio-padrão para cada faixa etária, ano escolar, vocabulário receptivo e teste de compreensão de leitura. Foi conduzida uma análise de variância (ANOVA) e utilizado também o teste post hoc de Tukey. A avaliação do vocabulário receptivo com o teste Peabody permitiu concluir que existe diferença significativa no desempenho no Peabody em função da idade e ano escolar. Os resultados indicaram que as crianças tiveram uma crescente extensão do vocabulário receptivo e do nível de compreensão de leitura, conforme o aumento da idade e escolaridade. Foi possível observar uma correlação significativa entre a extensão do vocabulário receptivo e o nível de compreensão de leitura dos alunos do 3º, 4º, e 5º ano

Syftet med den elevcentrerade empiriska studien var att undersöka lässtrategierna ”läsfixarnas” inverkan på elevers förmåga att förstå och tolka texter. Läsförståelsestrategierna som används i studien är detektiven och spågumman. Studien syftade även till att undersöka hur strategianvändningen påverkar elevers testresultat i läsförståelse. Den tidigare forskningen betonar hur elevers läsförståelse försämrats under de senaste årtiondena, något som syns tydligt i resultat från PISA och PIRLS. Barbro Westlund, lektor, uttrycker att det finns en brist vad gäller forskning om hur strategiundervisning bör gå till och att detta kan vara en bidragande faktor till resultaten. Vår studie grundar sig på en elevgrupp i årskurs 4 som är obekanta med strategianvändning sedan tidigare. Studien har utförts genom att låta eleverna utföra ett pre-test i form av läsförståelsetest för att sedan bedriva undervisning om vad strategier är samt hur vi kan använda de specifika strategierna vid läsandet av en text. Efter undervisningstillfällena har ytterligare ett läsförståelsetest utförts och eleverna har intervjuats om sin upplevelse beträffande de båda testen. Studien har inte resulterat i något entydigt resultat, däremot framgår det ur elevintervjuerna att flertalet elever upplevt användningen av detektiven som strategi som givande för deras läsförståelse.

This thesis is focused on learning texts reading comprehension of pupils in primary schools for hearing impairment pupils in comparison with primary schools pupils of mainstream education, in connection with the textbooks. The whole issue is put into the theoretical framework of reading literacy and teaching texts information. Specifically, there is a reading literacy in the concept of international studies, and also a brief overview of the findings drawn from the textbooks, their functions, research, evaluation and comparison. The comparison of the concept of primary school textbooks for the hearing impaired with textbooks for mainstream schools through standardized assessment tools is included too. In this thesis, there is a research of learning texts comprehension for pupils from 3rd to 9th (or 10th) years of primary schools for the hearing impaired and analogous grades of primary school pupils of mainstream education. The research design is based on Progress in International Reading Literacy Study (PIRLS), one part of this research is translated into Czech sign language.