The primary aim of this study is to determine the level of syntactic development in English of South African matriculants. The ESL standard in South Africa has been criticised, but no objective data are available. This study provides relevant data, based on an index, and indicates shortcomings in learners' syntactic competence. Poor school-leaving standards in English are a cause of great concern in South Africa, and complaints about school leavers' standard of English have increased over the last few years. Yet, apart from generally being labelled as "poor", little is known about the actual level of development reached by ESL learners. Comments are often based on subjective impressions. This study focuses on syntactic development in writing and aims to determine the level of syntactic development of Grade 12 ESL learners in an objective way. Interlanguage, the concept of 'stages of development’ and fossilization are discussed. The need for an index that can measure language development objectively is considered. General means of measuring syntactic development are evaluated and an index formula is established by means of statistical analyses. This formula is based on the T-unit and assigns numerical values to levels of development. The index formula is used to determine the level of syntactic development of a group of Grade 12 ESL learners. The compositions that were analysed were obtained from six provinces in South Africa. Index values are calculated for Higher and Standard Grade, for the group as a whole, and each of the six provinces. An Error Analysis is conducted and error frequencies are reported. Problem areas in syntax are identified. The implications of the findings are considered and recommendations are briefly made for the teaching and learning of grammar. / Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2005.

The purpose of the study was to investigate the impact of authentic materials on the development of grammar knowledge, retention and opinions of ninth grade students as an English language learner, in comparison with traditional materials and textbooks or coursebooks. To compare experimental and control groups in terms of achievement, retention and perceptions about the implementation units, a pretest-posttest control group design was carried out. For the purpose of this study, two authentic material-based grammar units were designed and developed and implemented to experimental group students. Three instruments / tests, opinionnaires and unit feedback forms were used. Seventeen (15 and two) teachers and 54 students at TED Ankara College Foundation High School participated in the study. As for the data analysis, the quantifiable data in the pre, post and retention tests were analysed by using descriptive and inferential statistical analysis. To indicate the differences between the experimental and control groups in consideration with achievement and retention, independent samples t-test was conducted. Additionally, opinionnaires and unit feedback forms were analysed to obtain information about the students&amp / #8217 / and teachers&amp / #8217 / opinions about grammar teaching in general and according to the treatment. The results indicated that most of the students were more successful in developing and retaining grammar knowledge while using authentic materials in class.

The purpose of this study is to illustrate how some teachers teach the concept of language structure in grades 4–6 and clarify if language structure is taught as a separate moment in teaching or as a part of the teaching of writing. The study is carried out through qualitative inteviews with five Swedish teachers in four different schools. The results of this study show that the interpretation of the concept of language structure ends up in the concept of grammar. The teachers choose to teach language structure both as separate moment as well as a part of the teaching of writing. Language structure is regularly taught as a separate moment with focus on the form of the language and then the deductive method is used, where the teacher leads the activity. The inductive method, where pupils learn from each other with the teacher as a support, is rarely used, although research shows that it is more advantageous. On the other hand, when teaching focuses on language as a process, while writing texts, the inductive method is regularly used by some of the teachers.

SAMPAIO, Francisco de Oliveira. Uma abordagem funcionalista para o ensino da transitividade verbal no Ensino Fundamental. 2015. 107f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras – Mestrado Profissional em Letras (PROFLETRAS), Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-12-23T11:58:09Z No. of bitstreams: 1 2015_dis_fosampaio.pdf: 1428705 bytes, checksum: b1ee9d64b6d1e246b3fb7349bb710e0e (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-12-23T12:10:18Z (GMT) No. of bitstreams: 1 2015_dis_fosampaio.pdf: 1428705 bytes, checksum: b1ee9d64b6d1e246b3fb7349bb710e0e (MD5) / Made available in DSpace on 2015-12-23T12:10:18Z (GMT). No. of bitstreams: 1 2015_dis_fosampaio.pdf: 1428705 bytes, checksum: b1ee9d64b6d1e246b3fb7349bb710e0e (MD5) Previous issue date: 2015 / This work has the objective to discuss the grammar teaching in school, specifically addressing how the teaching and learning of transitivity have been taken to the Portuguese language classes in primary education in public schools. The importance of the subject is given by the fact that the same finding divergence from the field of study in which it is inserted. In some textbooks of the Portuguese language, it is treated as regency, in others as transitivity as well as verbal predication. These differences have led us to research the subject from the perspective of functional linguistics to see if this approach had contribution in ways that could settle certain points discussed and still unclear on the concepts and classifications proposed by traditional grammar. The work is of bibliographical, but with the presentation of a proposal for activities sequence in a functionalist approach and took place from comparisons made between traditional grammars school of today grammars, textbooks adopted today in schools, as well as what they say the official documents of the grammar school. In addition, we address the issue in the linguistic functionalism vision and aim the contributions of functionalist theories for teaching verbal transitivity. / O presente trabalho tem como objetivo discutir o ensino de gramática na escola, especificamente propondo abordagens para o ensino-aprendizagem da transitividade nas aulas de língua portuguesa no Ensino Fundamental. Em alguns compêndios da língua portuguesa, o assunto é tratado como regência, em outros, como transitividade e, ainda, como predicação verbal. Com base nas contribuições apontadas por Neves (2002, 2006) e Nogueira (2005, 2010), entre outros autores, pesquisamos o assunto sob a ótica da linguística funcional, para verificar se as teorias funcionalistas podem inspirar uma contribuição para o entendimento de certos pontos discutidos e ainda obscuros sobre os conceitos e classificações propostos pela gramática tradicional. O trabalho parte de uma pesquisa bibliográfica para elaboração e posterior aplicação de uma proposta de sequência de atividades numa abordagem funcionalista. Essa pesquisa realizou-se a partir de comparações feitas entre as gramáticas tradicionais, gramáticas escolares da atualidade, livros didáticos adotados atualmente nas escolas, assim como o que dizem os documentos oficiais sobre o ensino de gramática. Além disso, abordamos o tema transitividade no funcionalismo linguístico e apontamos as contribuições de teorias funcionalistas para o ensino da transitividade verbal. Foi possível confirmar a hipótese de que o ensino-aprendizagem da transitividade verbal, entendida a partir da construção da predicação segundo uma orientação funcionalista, isto é, relacionando esse conteúdo programático com a produção e interpretação de sentidos do texto, contribui para a ampliação da competência discursiva dos alunos do oitavo ano do Ensino Fundamental de uma escola pública de Crateús-CE.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese desenvolve estudo do ensino de Redação com análise de textos discentes, cujo marco regulatório para a produção das aulas são as Competências e Habilidades inscritas nos PCN. Objetiva-se a correção de redações por meio digital que (1) identifica os problemas do texto produzido pelo redator, (2) fornece instruções para correção do problema apontado, (3) propõe retextualização para nova correção e (4) utiliza os desvios apontados como orientadores das aulas de Gramática. O trabalho final tem por objetivo principal ensinar a redigir no registro padrão por meio da correção comentada de textos produzidos por clientes, que podem ser alunos ou não, uma vez que o trabalho ocorre pela Internet (à distância), com ferramentas do MS Word. A instrução gramatical incidente sobre problemas detectados no texto é subsidiada por instruções semióticas de cunho didático-pedagógico. Testado em turmas regulares do Ensino Médio, em Cursos Preparatórios para processos seletivos, este projeto constatou sua eficácia, pois os redatores (1) compreenderam o quê e por que erraram, (2) assimilaram os mecanismos linguísticos de correção/adequação e (3) praticaram a substituição de estruturas, orientados por princípios da Teoria da Iconicidade Verbal (SIMÕES, [1994], 2009). Assim, os sujeitos foram-se apropriando das regras de estruturação da língua, por meio das quais se tornou possível a produção de textos eficientes, adequados à situação de comunicação. Paralelamente foram-se formando leitores críticos. A negociação de textos, a técnica de correção digital, mediada pela Internet e por isso realizada à distância (mesmo quando combinada com aulas presenciais)e a forma da instrução semiótico-gramatical é o que se pretende demonstrar nesta tese / This thesis develops a study of teaching of Writing with analysis of texts students whose regulatory framework for the production of the classes are the Skills and Abilities listed in the PCN . The goal is to fix essays by digital means that (1) identifies the problems of the text produced by the editor , (2) provides instructions to correct the problem identified , (3) proposing new fixes for retextualization and (4) using the indicated deviations as guiding lessons in grammar . The final work is primarily engaged in teaching writing default log annotated by the correction of texts written by customers who may be students or not , since the work takes place online (distance) with MS Word tools. The incident grammar instruction on problems detected in the text is subsidized by semiotic instructions didactic- pedagogic nature. Tested in regular high school classes in Preparatory Courses for selection processes , this project found its effectiveness because the editors (1) understand what went wrong and why , (2) assimilated the linguistic mechanisms of correction / adjustment and (3) practiced replacement structures , guided by principles of Theory of iconicity Verbal ( SIMÕES [1994 ] , 2009) . Thus, the subjects were themselves appropriating the structuring rules of the language , through which it became possible to produce , appropriate to the efficient communication texts . Were parallel - forming critical readers . The negotiating texts , the technique of digital correction mediated by the Internet and therefore performed remotely (even when combined with regular classes) and the form of semiotic-grammatical instruction is what we intend to demonstrate this thesis

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese desenvolve estudo do ensino de Redação com análise de textos discentes, cujo marco regulatório para a produção das aulas são as Competências e Habilidades inscritas nos PCN. Objetiva-se a correção de redações por meio digital que (1) identifica os problemas do texto produzido pelo redator, (2) fornece instruções para correção do problema apontado, (3) propõe retextualização para nova correção e (4) utiliza os desvios apontados como orientadores das aulas de Gramática. O trabalho final tem por objetivo principal ensinar a redigir no registro padrão por meio da correção comentada de textos produzidos por clientes, que podem ser alunos ou não, uma vez que o trabalho ocorre pela Internet (à distância), com ferramentas do MS Word. A instrução gramatical incidente sobre problemas detectados no texto é subsidiada por instruções semióticas de cunho didático-pedagógico. Testado em turmas regulares do Ensino Médio, em Cursos Preparatórios para processos seletivos, este projeto constatou sua eficácia, pois os redatores (1) compreenderam o quê e por que erraram, (2) assimilaram os mecanismos linguísticos de correção/adequação e (3) praticaram a substituição de estruturas, orientados por princípios da Teoria da Iconicidade Verbal (SIMÕES, [1994], 2009). Assim, os sujeitos foram-se apropriando das regras de estruturação da língua, por meio das quais se tornou possível a produção de textos eficientes, adequados à situação de comunicação. Paralelamente foram-se formando leitores críticos. A negociação de textos, a técnica de correção digital, mediada pela Internet e por isso realizada à distância (mesmo quando combinada com aulas presenciais)e a forma da instrução semiótico-gramatical é o que se pretende demonstrar nesta tese / This thesis develops a study of teaching of Writing with analysis of texts students whose regulatory framework for the production of the classes are the Skills and Abilities listed in the PCN . The goal is to fix essays by digital means that (1) identifies the problems of the text produced by the editor , (2) provides instructions to correct the problem identified , (3) proposing new fixes for retextualization and (4) using the indicated deviations as guiding lessons in grammar . The final work is primarily engaged in teaching writing default log annotated by the correction of texts written by customers who may be students or not , since the work takes place online (distance) with MS Word tools. The incident grammar instruction on problems detected in the text is subsidized by semiotic instructions didactic- pedagogic nature. Tested in regular high school classes in Preparatory Courses for selection processes , this project found its effectiveness because the editors (1) understand what went wrong and why , (2) assimilated the linguistic mechanisms of correction / adjustment and (3) practiced replacement structures , guided by principles of Theory of iconicity Verbal ( SIMÕES [1994 ] , 2009) . Thus, the subjects were themselves appropriating the structuring rules of the language , through which it became possible to produce , appropriate to the efficient communication texts . Were parallel - forming critical readers . The negotiating texts , the technique of digital correction mediated by the Internet and therefore performed remotely (even when combined with regular classes) and the form of semiotic-grammatical instruction is what we intend to demonstrate this thesis

Submitted by Thiago Bronzeado de Andrade (thiago@ch.uepb.edu.br) on 2018-06-13T14:20:06Z No. of bitstreams: 1 PDF - Joalis de Oliveira.pdf: 28694748 bytes, checksum: 68410188d2dc1262cc33e4ba352d1d4d (MD5) / Approved for entry into archive by Milena Araújo (milaborges@ch.uepb.edu.br) on 2018-06-13T18:28:28Z (GMT) No. of bitstreams: 1 PDF - Joalis de Oliveira.pdf: 28694748 bytes, checksum: 68410188d2dc1262cc33e4ba352d1d4d (MD5) / Made available in DSpace on 2018-06-13T18:28:28Z (GMT). No. of bitstreams: 1 PDF - Joalis de Oliveira.pdf: 28694748 bytes, checksum: 68410188d2dc1262cc33e4ba352d1d4d (MD5) Previous issue date: 2015-08-14 / CAPES / Before the discussions on difficulties in the teaching of Portuguese Language (LP), present reality in primary schools – especially with regard to grammar teaching – it is aimed in this work, discuss the normative teaching of grammar, the possibilities of language as a process of interaction (mediated dialogue) and build a syntax educational proposal for elementary school (especially for 9th grade), from the stylistic-enunciative perspective. Proposal to take the student to identify other syntax learning opportunities, going beyond the normative-prescriptive perspective. Thus, it was defined as a guiding object of study of this research, the syntax of education along the lines of stylistic of enunciation. This research was based on the theoretical studies and the Bakhtin Circle (2000, 2009) on dialogism and genres, (2013) on the stylistic mother tongue teaching, in addition to reflections on stylistic: Mattoso Jr. (1978), Martins (1997) and Miller (2005), which traced the historical background of traditional and underlying concepts Stylistics. This bibliographical and documentary research, qualitative-interpretative held in a municipal school in elementary school in the town of Solânea/PB, constituted from theoretical discussion, field research with 02 (two) LP teachers, analysis syntactic activities in the Textbook (TB) and in selected grammars, and, finally, construction of one (01) didactic proposal. It was found that the teaching and learning of grammar (syntax) can not give up, effectively, from single, isolated sentences, unlinked text (gender), since any education geared to the linguistic and structural aspects of the genre should start the genre itself, and not without this. So work the syntax from the stylistic as a constituent element of the statement may be a way of fundamental importance for the study of mother tongue, as revealed mainly that the individual style of the individual student to point to all the enunciation without annulling its identity, makes sure to be a mere builder of phrases, sentences and periods, to be a builder of texts (genres), making it possible to individuality dialogue with the heterogeneity of language. / Diante das discussões sobre dificuldades no ensino de Língua Portuguesa (LP), realidade presente nas escolas de ensino básico – principalmente no que diz respeito ao ensino de gramática – objetivou-se, neste trabalho, discutir o ensino normativo da gramática, as possibilidades da linguagem enquanto processo de interação (mediada pelo diálogo) e construir uma proposta de ensino de sintaxe para o Ensino Fundamental (especialmente para 9° ano), a partir da perspectiva estilístico-enunciativa. Proposta que levasse o aluno a vislumbrar outras possibilidades de aprendizagem da sintaxe, indo além da perspectiva normativo-prescritiva. Para tanto, foi definido como objeto de estudo norteador desta pesquisa, o ensino de sintaxe nos moldes da estilística da enunciação. Esta pesquisa teve como base teórica os estudos bakhtinianos e do Círculo (2000, 2009) sobre dialogismo e gêneros textuais, (2013) sobre estilística no ensino de língua materna, além das reflexões sobre estilística de: Mattoso Câmara Jr. (1978), Martins (1997) e Monteiro (2005), que traçam o percurso histórico da Estilística tradicional e conceitos subjacentes. Esta pesquisa bibliográfica e documental, de cunho qualitativo-interpretativo, realizada numa escola municipal de Ensino Fundamental, no município de Solânea/PB, constituiu-se a partir de discussão teórica, pesquisa de campo com 02 (duas) professoras de LP, análise de atividades sintáticas no Livro Didático (LD) e nas gramáticas selecionadas, e, por último, construção de 01 (uma) proposta didática. Constatou-se que o ensino-aprendizagem de gramática (sintaxe) não pode dar-se, efetivamente, a partir de frases soltas, isoladas, desvinculadas do texto (gênero), visto que qualquer ensino voltado aos aspectos linguístico-estruturais do gênero deve partir do próprio gênero, e não desprovido deste. Assim, trabalhar a sintaxe a partir da estilística como elemento constituinte do enunciado pode ser um caminho de fundamental importância para os estudos da língua materna, pois revelou, principalmente, que o estilo individual do sujeito aluno ao apontar para o todo enunciativo, sem que anule a sua identidade, faz com que deixe de ser um mero construtor de frases, orações e períodos, para ser um construtor de textos (gêneros), tornando possível a sua individualidade dialogar com a heterogeneidade própria da linguagem.

Este trabalho apresenta uma investigação concernente às representações discentes quanto à importância da aprendizagem da teoria gramatical. A pesquisa em questão tem como objetivos não só investigar se os alunos consideram a aprendizagem da gramática importante e útil na futura vida profissional, mas também cotejar se existem diferenças significativas quanto às representações entre os alunos da rede pública e os da rede privada, relativas à utilidade da gramática, a fim de refletirmos se os professores de língua portuguesa, especificamente do Ensino Fundamental e do Ensino Médio, devem ou não privilegiar o ensino das regras da norma padrão. A pesquisa foi realizada com alunos do 3 Ano do Ensino Médio de uma escola particular e de uma escola da rede pública, ambas em Pindamonhangaba. O método utilizado foi o da pesquisa interpretativista e de diagnóstico, uma vez que buscamos confrontar as respostas dos alunos da rede pública com os da rede particular. Os resultados demonstraram que os alunos de ambas as instituições consideram útil a aprendizagem da teoria gramatical, pois acreditam que, mediante a aprendizagem da gramática, poderão conhecer e dominar a norma padrão, o que irá beneficiá-los em suas vidas profissionais. Tais resultados sinalizam a necessidade de tornar a teoria gramatical um conhecimento útil que corrobore não só o domínio da norma padrão, mas também a capacidade de adequar a linguagem de acordo com as exigências das diversas interações sociais. / This work shows an investigation concerning the student representations as to the importance of the grammatical theory learning. The present research aims not only investigating if the students consider the grammar learning important and useful in their professional future life but also check if there are significant differences as to the representations among public and private schools students, related to the grammar use, in order to ponder if the Portuguese language teachers, mainly from the first and second grades, should or should not privilege the standart norms. The research has been done with students from the third year of a private and a public elementary school, both in Pindamonhangaba. The method taken was the interpretative and diagnostic research once we try to confront the students answers from the public to the private ones. The results have shown that the students from both institutions consider the grammatical theory learning useful, because they believe that through the grammar learning they will be able to know and master the standard norm which will benefit them in their professional lives. Such results show the need of making the grammar theory a useful knowledge that strengths not only the standard norm mastering but also the capacity of fitting the language according to the demands of several social interactions.

Orientador: Ines Signorini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-25T08:24:25Z (GMT). No. of bitstreams: 1 Aparicio_AnaSilviaMoco_M.pdf: 5039566 bytes, checksum: ad80487fde13db6d7020fe4f74fccfae (MD5) Previous issue date: 1999 / Resumo: Este trabalho apresenta uma reflexão sobre o impacto da proposta paulista de renovação do ensino de gramática na aula e no discurso de professores de língua portuguesa de 5a.a 8a. séries da rede estadual de uma pequena cidade do interior paulista. Para desenvolver essa reflexão, descrevemos e analisamos o conceito e função atribuídos à gramática e ao ensino de gramática pelas diferentes instâncias que se incumbiram de divulgar as novas propostas de mudança. Analisamos também aulas e depoimentos de 20 professores que participaram nos últimos dez anos desse processo de divulgação e implementação da nova proposta curricular de ensino de língua portuguesa. Essa análise nos possibilitou verificar que a proposta de renovação do ensino de gramática no primeiro grau no Estado de São Paulo, a partir de críticas à tradição gramatical e escolar, apresenta diferentes perspectivas para esse ensino vindas da chamada Lingüística funcional. Além disso, verificamos que as instâncias que estabelecem a ponte entre os conhecimentos vindos da Lingüística e os professores neutralizam ou apagam essas diferenças. Quanto às aulas dos professores, pudemos constatar uma grande dificuldade do professor para desenvolver o estudo gramatical no texto, aparecendo em suas intervenções confusões e equívocos. Os depoimentos revelaram que os professores têm consciência, não só das propostas de mudança como também das dificuldades que enfrentam na prática de sala de aula. Eles parecem não se dar conta, porém, das inconsistências presentes em suas aulas de gramática e em seu discurso. Este trabalho também nos possibilitou desenvolver uma reflexão tanto sobre nossa atuação na formação de professores quanto sobre o processo de formação de professores em geral práticas dos professores torna-se difícil a discussão sobre novas propostas de ensino como também a efetivação das mudanças desejadas / Abstract: This work shows a reflection about the impact caused by the state of São Paulo proposal for renewing the teaching of grammar in class, and also, the Portuguese teachers' speech in classes ranging from the 5th to the 8th grades in public schools of a small city in the countryside of the state of São Paulo. To put this reflection into effect, we described and analyzed the concept and function ascribed to grammar by the different organs that were pertained to spread the new proposals for change. We also analyzed classes and testimonies by 20 teachers that have taken part in this process of spreading and implementationthe new ways of teaching Portuguese in the last 10 years. This analyses enabled us to learn that the proposal for renewing the teaching of grammar in public elementary schools in the state of São Paulo, based on criticism of school and traditional grammar, shows different perspectives to this kind of teaching ftom the so-called Functional Linguistics. Besides that, we saw that the organs which set the connection between the knowledge, which comes ftom Linguistics and the teachers, make these differences neutral or wipe them out. As to the teachers' classes, we were able to realize a great difficulty by the teachers in developing the study of grammar based on texts, thus making their performances full of mistakes and misinterpretations. The testimonies showed us that teachers are aware not oniy of the proposals for change, but also of the difficulties they face on their practice in class. However, they seem not to be aware of the inconsistencies present in their grammar classes or in their personal speech. The present work also enabled us to think about our own role on teachers' training as well as the whole process ofteachers' training in general. From the results of this survey, we believe that if there's not a broader reflection based on the teachers' practices it will be difficult to talk about new teaching proposals as well as the real achievement of the desired changes / Mestrado / Ensino-Aprendizagem de Lingua Materna / Mestre em Linguística Aplicada

When speaking a language, whether it is our first or second language, grammatical mistakes will be made. The aim of this essay is to look into what kinds of mistakes some Swedish learners of English make when speaking English and to analyze why these mistakes are made. The essay also aims at looking into what grammar teaching can look like in Sweden and how some teachers look upon their students’ oral proficiency. The method used for this study was a qualitative one, namely interviews. Twelve students, eight in grade seven and four in grade nine, and two teachers were interviewed. During the interviews with the students a dictaphone was used. When interviewing the teachers notes were taken, and these have been the foundation of the analysis. The results showed that many of the mistakes made by the students seemed to originate in transfer from their first language. Preposition mistakes, for instance, were made in 20% of the cases and they mainly originated in interference with their first language. Verbs turned out to be the area where most mistakes were made, followed by prepositions and pronouns. 50% of the mistakes made by students in grade nine were verb mistakes, whereas the students in grade seven made verb mistakes in 33% of the cases. This study further shows that the teachers had a good grasp of what their students know, and do not know, but there were some mistakes the learners made which the teachers did not mention. Finally, the study showed that spoken language is in focus within the classroom. Students are allowed to make mistakes, even though the interviewed teachers find grammar important.