Title from first page of PDF document. Includes bibliographical references (p. 61-64).

Thesis (D.A.)--Illinois State University, 1995. / Title from title page screen, viewed May 8, 2006. Dissertation Committee: Irene Brosnahan (chair), Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 224-248) and abstract. Also available in print.

Comment former au mieux un professeur de Français Langue Etrangère (FLE) avec une compétence en Communication Interculturelle dans un pays où les échanges interculturels naturels sont réduits par rapport à d’autres pays plus francophones? C’est une problématique sur le point d’être aborder en Colombie. En effet, il existe des recherches autour de l’interculturel, dans des contextes comptant d’innumérables immigrants et des mélanges de différentes cultures provenant de divers pays. Cependant, dans notre recherche, la problématique est née du manque de ces interactions au quotidien. La question se pose donc dans l´absence de l’exigence du contexte d’établir un échange interculturel exolingue qui donne comme conséquence la faiblesse d’une compétence en Communication Interculturelle. La recherche s´intéresse donc à mettre en évidence l’importance d’une dynamique de la Communication Interculturelle dans l´apprentissage d´une langue étrangère, le français, en dehors de son contexte familier (le bassin francophone) et utilise comme outils de recollection d’information l’observation, les rencontres interculturelles synchrones et asynchrones, les enquêtes, les questionnaires ou encore les rapports réflexifs, qui plus tard seront interprétés à travers le logiciel Atlas Ti. Comme résultat de la recherche, l’auteur propose une méthode d’apprentissage de la langue étrangère, à l’intérieur de l’approche interculturelle, en tenant compte des caractéristiques de la ville où le processus d´apprentissage a lieu ainsi que les caractéristiques des enseignants de FLE en formation, afin de développer leur compétence en Communication Interculturelle. / How to educate a foreign French language (FLE) teacher with a competence in intercultural communication in a country where the daily intercultural exchanges are limited? This is an avid question for being studied in Colombia. In effect, there are researches about the intercultural, in the contexts with a lot of immigrants and with the mixture of different cultures from diverse countries. Nevertheless, in our research, the problem exists because in Colombia there isn’t this type of exchanges in the daily life of young students. The problems were born because the context doesn’t demand to have an intercultural exchange in foreign language. This situation provokes consequences like the feebleness in the competence in intercultural communication. The research is interested in showing the importance of a dynamic intercultural communication in a process of learning foreign language, the French, out of its familiar context. The research uses like instruments of information recollection: the observation, the synchronous and asynchronous intercultural interchanges, the interviews, the questionnaires, and reflexive reports. The compiler information is analyzed throw the software Atlas TI. Finally the research proposes a method for the learning of foreign languages in relation to the intercultural approach and takes account the important aspect of the city’s characteristics, where the process of learning is happening, and the students’ feature. The objective of the method suggests developing the competence in an intercultural communication in the teacher’s French Foreign language (FLE) in formation in Colombia.

Notre travail avait pour objectif d’étudier les effets d’un dispositif médiatisé à distance sur la formation d’enseignants de langue. Nous commençons par rappeler succinctement la démarche adoptée puis nous effectuerons une synthèse du réalisé. Enfin, notre conclusion s’achèvera par le rappel de quelques particularités relatives à cette recherche et sur des perspectives envisageables. / Pas de résumé disponible

The main aim of this diploma thesis is to prove the impact of pupil?s acquired knowledge of English on their writing in German. In the theoretical part the historical development of both languages is shown with the emphasis on such historical events that determined this development. It is because of these events that each language developed in a different way. In the next chapter both languages are compared and the most important differences are pointed out. Next chapters are about Anglicisms in German, multilingualism and transfer, on this basis information are transferred from one language to another. The topic of last chapter in this part is ?error?. The practical part supports the theoretical knowledge gained by languages-comparing in a practical situation. On the basis of the corrections of upper primary school level German essays with the emphasis on the errors caused by the interference for English the practical part presents not only interesting results gained from many points of view, it also proves the impact of pupil?s acquired knowledge of English on their writing in German. Subsequently, the particular language areas are presented in which this type of errors was the most common. The authentically chosen errors are also commented on. The last part of the work includes various kinds of didactic material that can be used by such teachers of the German language who want to prevent this type of mistakes in their lessons.

Made available in DSpace on 2014-06-11T19:25:27Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-05-03Bitstream added on 2014-06-13T18:53:28Z : No. of bitstreams: 1 marinho_br_me_assis.pdf: 371222 bytes, checksum: 584fa3c529b03ffe81253fe15993665d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo desta pesquisa é viabilizar a produção de outros modos de pensar a educação de professores de línguas estrangeiras. Buscamos construir contextos não convencionais de pesquisa nos quais os profissionais possam refletir acerca de sua experiência de ensino/aprendizagem de línguas. Para tanto, nos baseamos metodologicamente na Pesquisa Educacional com Base nas Artes (Eisner, 1991)cujo recurso principal é um espetáculo teatral, denominado Parâmetros em Análise. Tal espetáculo foi construído a partir de temas inspirados nos Parâmetros Curriculares Nacionais. Foram apresentados dez espetáculos em diversas instituições das redes de ensino oficial e particulares do Estado de São Paulo. No palco do espetáculo, foram representadas, artisticamente, cenas do dia-a-dia e do fazer pedagógico dos professores de línguas estrangeiras, assim como, os seus conflitos e dilemas profissionais. Após o espetáculo ocorreu uma reflexão crítica compartilhada entre a platéia composta por professores, educadores de professores e alunos de Letras. O espetáculo e a reflexão compõem aquilo que Foucault (Deleuze, 1988) conceitua como sendo um dispositivo. Para o filósofo, dispositivos são máquinas de fazer ver e falar. Eles formam uma espécie de instrumento teórico com o qual contamos para visualizar as práticas sociais que se dão na escola. As reflexões realizadas pelos professores indicam um desencontro entre aquilo que professores e alunos estão atualizando nas suas práticas e, aquilo que propõem certas pesquisas, políticas educacionais e o funcionamento da estrutura institucional da escola. / The objective of this paper is to make the production of other ways of thinking over education of foreign language teachers possible. We intend to construct non-conventional contexts of research, in which the professionals can think over their language learning/teaching experiences. For that, we are based methodologically on the Educational Research based on Arts (Eisner, 1991) whose chief resource is the dramatic performance, called Patterns in Analysis. Such performance was built from themes inspired in the Parâmetros Curriculares Nacionais. Ten performances were acted in several public and private institutions of education in the State of São Paulo. On the stage, everyday scenes and the pedagogical work of foreign language teachers were acted artistically, such as, their conflicts and professional dilemmas. After the performance, a critical reflection shared by the audience composed by teachers, teachers' professors and students took place. The performance and the reflection compose what Foucault (Deleuze, 1988) considers as a device. To the philosopher, devices are machines of making see and speak. They constitute a theoretical instrument that we use to analyze the social experiences that happen at schools. The reflections arisen by the teachers indicate a discordance from what teachers and students have been passing through a process of modification in their experiences and, from what some researches, educational policies and the operation of the institutional structure of the school propose.

Made available in DSpace on 2014-06-11T19:26:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-03-02Bitstream added on 2014-06-13T19:55:09Z : No. of bitstreams: 1 busnardi_b_me_sjrp.pdf: 1099045 bytes, checksum: 2b9472d65768748611338f5acddace07 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa trata da avaliação da proficiência oral de quatro professoras de inglês como língua estrangeira (ILE). O foco está na competência gramatical na produção oral das professoras-participantes (PPs), no que se refere à precisão e à complexidade gramatical de sua fala. Trata-se de uma análise comparativa de dados orais das participantes, obtidos em contexto pré-serviço, por meio da aplicação do TEPOLI (Teste de Proficiência Oral em Língua Inglesa), e em serviço, como professoras de língua inglesa (LI) em sala de aula. De maneira geral, buscamos oferecer contribuições para validar o TEPOLI, teste oral criado na UNESP de São José do Rio Preto, como um instrumento de avaliação da proficiência oral (PO) de (futuros) professores de LI no contexto brasileiro. Como objetivos específicos, buscamos, em primeiro lugar, comparar o desempenho gramatical das PPs em ambos os contextos a fim de discutir em que medida o TEPOLI consegue prever as necessidades linguísticas dos professores quando em sala de aula, com foco em sua competência gramatical, e, em segundo lugar, a partir desta comparação, oferecer contribuições para o aprimoramento dos componentes do descritor gramática e estrutura sintática da escala holística do teste oral, bem como para a elaboração de uma escala analítica referente a esses componentes. A metodologia da pesquisa é de natureza híbrida, pois adota procedimentos quantitativos e qualitativos para o tratamento dos dados. Os resultados obtidos por meio da comparação entre o contexto pré-serviço e em serviço mostram que o desempenho oral das PPs em ambos os contextos é similar, o que fornece fortes indícios de que o TEPOLI é capaz de prever grande parte dos comportamentos linguísticos do professor em sala de aula, principalmente no que se refere à dimensão... / This study deals with the assessment of the oral proficiency of four English as a foreign language (EFL) teachers. The focus is on the grammatical competence in the oral production of the participants, with regard to accuracy and grammatical complexity. It is a comparative study of the oral language produced during the TEPOLI (Test of Oral Proficiency in English) – a pre-service context – and in the classrooms, as EFL teachers – an in-service context. Our general goal is to offer contributions to validate the TEPOLI, an oral test developed at UNESP, in São José do Rio Preto, as a specific tool to assess the oral proficiency of (future) teachers in the Brazilian context. We first seek to compare the grammatical performance of the participants in both contexts in order to discuss the predictability of the TEPOLI on the linguistic needs of teachers when speaking in the classroom, concerning the grammar in their oral production. From this comparison, we offer contributions to the improvement of the components of the grammar and syntactic structure descriptor of the holistic scale of the oral test, as well as to the development of an analytical scale related to these components. The research methodology has a hybrid nature, as it adopts quantitative and qualitative procedures to analyze data. The results obtained by the comparison between the pre-service context and the in-service context show that the oral performance of the participants in both contexts is similar, which provide strong evidence that the TEPOLI is able to predict large part of the linguistic behavior of the teacher’s oral production when in the classroom, especially with regard to the qualitative dimension of the accuracy and the grammatical complexity of their oral production, the two characteristics investigated. However, our results show that... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:22:24Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-05-30Bitstream added on 2014-06-13T18:49:01Z : No. of bitstreams: 1 falasca_p_me_arafcl.pdf: 798629 bytes, checksum: ac8d6b2e55022d56b018aba15cb0fc01 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa busca pensar a questão da constituição da subjetividade do aprendiz de inglês como língua estrangeira (LE), partindo da hipótese de que o aluno, no caso, adulto, ao se deparar com a língua alvo (LA), enfrenta um embate entre o que já está constituído em sua língua materna (constituição que se encontra também em constante modificação) e o novo, que vem atrelado à LE. Para realizar a pesquisa, partimos de uma perspectiva discursiva, baseada nas ideias do Círculo de Bakhtin (1976, 1981, 1997, 2006). Acreditamos que, ao entrar em contato com a nova língua/cultura, o aluno, enquanto sujeito que se constitui na linguagem, passa por uma série de deslocamentos identitários, constitutivos de sua subjetividade de base, os quais lhe permitem utilizar a outra língua. Na perspectiva dialógica e discursiva apresentada na pesquisa, refletimos sobre tais processos de deslocamento identitário, levando as contribuições bakhtinianas para a área de Aquisição de Linguagem, assim como para os estudos em aquisição/aprendizagem de LE. Analisamos, ao longo do trabalho, seis relatos escritos e cinco entrevistas de alunos adultos de inglês como LE, em situação formal de aprendizagem numa escola de idiomas da cidade de Americana, SP. Buscamos, nos discursos de tais alunos, indícios de sua subjetividade e da emergência identitária trazida pela língua estrangeira. As análises dos dados nos revela que a hipótese dos deslocamentos identitários é consistente, uma vez que flagramos, em alguns momentos da fala dos alunos e de seus relatos escritos, índices de tais movimentos de um domínio a outro e de mudanças de pontos de vista, dentro da linguagem e por meio dela / This research aims to consider the issue of the subjectivity constitution of the adult learner of English as a foreign language, assuming that the adult learners, as they encounter the target language, they also face a conflict between what has already been established through their first language (what, in a way, is always changing and assuming new possibilities) and the new point of view, attached to the foreign language. We lead the research according to a discursive point of view, based on the ideas of Bakhtin and his Circle (1976, 1981, 1997, 2006). We believe that in contact with the new language/culture, the student, as a subject that is constituted in and through the language, has to go through a series of identity movements, which allow them to use the other language. In the discursive and dialogical perspective presented on this work, we look at these processes of identity movements, bringing the bakhtinian point of view to the Language Acquisition field as well as to the studies on Second Language Learning. In this research, we analyze six written reports and five interviews of adults learners of English as a foreign language, from a formal learning process in a language school in Americana, SP (Brazil). We aim to show, in the speech of such students, evidences of their subjectivity and the emergence of a new identity, linked to the foreign language. The data analysis reveals that the hypothesis of the identity movement is consistent, since it is possible to recognize traits of changes of point of view in the considered speeches

Submitted by Marina Rosa Severian null (mari.severian@gmail.com) on 2016-07-18T14:41:23Z No. of bitstreams: 1 Relações de poder em uma escola pautada nas singularidades.pdf: 6510661 bytes, checksum: d18ccbd9ac8e0ea7c85bf1ad91413c28 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-18T20:47:52Z (GMT) No. of bitstreams: 1 severian_mr_me_arafcl.pdf: 6510661 bytes, checksum: d18ccbd9ac8e0ea7c85bf1ad91413c28 (MD5) / Made available in DSpace on 2016-07-18T20:47:52Z (GMT). No. of bitstreams: 1 severian_mr_me_arafcl.pdf: 6510661 bytes, checksum: d18ccbd9ac8e0ea7c85bf1ad91413c28 (MD5) Previous issue date: 2016-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O discurso doutrinário produzido e veiculado nas sociedades disciplinares do século XVIII permitiu a instauração tanto das dicotomias quanto dos paradigmas que norteiam, até o presente século, a maneira como as instituições escolares devem atuar e refletir sobre o âmbito educacional, condicionando, consequentemente, não apenas as metodologias e as práticas adotadas nessas instituições, como também a crença que envolve o pensar e o fazer educacional na nossa sociedade contemporânea. Com isso, as escolas passaram a adotar algumas tendências mercadológicas e fabris as quais visam legitimar diretrizes autoritárias e ratificar uma hierarquia pré-estabelecida de poder nas instituições de ensino. De maneira contrária, Dewey (1959), Freire (1967 e 1979) e Morin (2000 e 2007) propõem outras maneiras de compreender a educação, enfatizando o papel primordial dessa para o desenvolvimento tanto do caráter quanto da personalidade “autênticos” do indivíduo, permitindo o despertar da singularidade e da ética nos alunos e nos professores. De acordo com essa perspectiva que visa construir uma educação singular, a nossa intenção neste trabalho é analisar e compreender de que forma se estabelecem as relações de poder (FOUCAULT, 1987 e 1989) nas práticas de língua estrangeira em uma escola, situada no interior de São Paulo, que segue os princípios da singularidade como fio condutor de sua prática. Dentro dessa abordagem, pretendemos depreender os discursos e as práticas referentes às singularidades e à democracia, a fim de refletir sobre a maneira como as relações verticais e horizontais se constroem nesse processo peculiar de ensino-aprendizagem de língua estrangeira. Para isso, realizamos uma pesquisa qualitativa de base etnográfica, com o intuito de observar como se estabelecem essas relações nas práticas de idioma e coletar os dados. / The doctrinal speech produced and conveyed in the disciplinary societies from 18th century consented the instauration both of the dichotomies and of the paradigms which guide, until the present century, the way how educational institutions must act and reflect on the educational field, hence conditioning not only the methodologies and practices in these institutions, as well as the belief that involves thinking and doing education in our contemporary society. The schools have adopted some trends similar to marketing and manufacturing procedures which legitimate authoritarian directives and ratify a pre-established hierarchy of power within and also outside the educational institution. Conversely, Dewey (1959), Freire (1967 and 1979) and Morin (2000 and 2007) present alternative ways to comprehend the education emphasizing its essential role to the development of both the authentic character and personality of the individual, enabling the arousal of singularity and ethic in students and educators. In accordance with this perspective that aims to erect an education based on humanity and singularity, this paper intents to analyze and comprehend how the power relantionships (FOUCAULT, 1987 and 1989) are established during the classes of foreign language at a specific school, situated in a city in the state of São Paulo, which follows the principles of singularity as a guideline to its practice. Within this approach, we intend to understand the discourse and practice with regard to singularities and democracy in education to reflect on how the vertical and horizontal relationships are built in this peculiar process of foreign language teaching and learning. To achieve this, we conducted a qualitative ethnographic research in order to observe how these relationships are established in foreign language classes and collect data.

Language and music share key features such as melody and rhythm and do also develop simultaneously in the childhood. The idea that music and language learning could benefit from each other has been around for a long time and some of the research and studies on the effects of music on language learning and language education are presented in this essay. A survey on the subject was made for modern languages teachers in Sweden to answer, asking about their opinions and experiences of music in the modern languages classroom. It was clear from the results that almost all participants were positive to the use of music in the language education and had experienced positive learning outcomes among students from the use of music. According to the teachers, modern language learning could above all benefit from the motivational properties of music and music can be a help by vocabulary acquisition.