This small scale action research explored the use of guided written reflection as a means to assist learners to gain self-awareness of their social and affective strategic behaviours during classroom speaking tasks, to improve collaboration, and to increase oral output. Four research questions addressed: (1) the social and affective strategies learners use to complete classroom speaking tasks, (2) the changes in social and affective strategies that learners demonstrate in written reflections over four weeks, (3) whether there is a difference in the amount of oral output produced by the experimental group (EG) and the comparison group (CG), and (4) the EG group members’ perceptions of the reflection process. Two groups of English as an additional language (EAL) learners completed eight dyadic classroom speaking tasks. Immediately after completing each task, five EG participants responded in writing to questions in a reflection journal addressing emotions, vocabulary, interactions with interlocutors, and strategic goals; the six CG participants were not provided with the same opportunity to reflect. In the EG, over four weeks, the strategy justifying performance decreased, while complimenting increased. Although EG participants’ oral production did not increase, part E of Oxford’s (1989) SILL showed a significant increase in I encourage myself to speak. Of fourteen participants who completed a final anonymous questionnaire, 64% felt that the reflection process helped them to speak more, and 93% felt that it helped them to work effectively with their classmates. / Graduate / 290 / 525 / 633

Language learning strategies have been given a large role in the Swedish curriculum for modern languages and the usage of strategies is one of the requirements for getting a passing grade in the subject. However, language learning strategies is a term that is hard to grasp when seeing it without a context. Even in a context it can be hard to explain what is really meant. This study tries to explain what language learning strategies are in relation to the Swedish school system and aims to find out if these strategies are to be found and how they are used in two Swedish-German textbooks.The study shows that there are no explicit examples where a certain type of languagelearning strategy is to be found. Nevertheless, there are multiple instances where both books offer assignments that can lead to the usage of said strategies.

Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of research in the writing strategies used by Chinese students in English academic writing in an authentic context. Although it was too small in scale to generalise in the field of L2 writing, the study will stimulate research in L2 writing theory and practice. Based on a review of theories related to L2 writing and research in Chinese and English writing strategies, the writing strategies used by three Chinese post-graduate students while writing academic papers in English were investigated. Their understandings of English and Chinese writing processes, the issue of transfer of Chinese writing into English writing and cultural influence of native language on L2 writing were explored as well. Qualitative hermeneutic multi-case study methods were employed to provide a richer description of the writing strategies used by the three students to develop a deeper understanding of the L2 writing process. Data were provided by three Chinese post-graduate student writers in Public Health who were observed undertaking different tasks. Ally, a Masters student, was observed completing one of the assignments for a course. Susan and Roger, both doctoral students, were observed working on a second stage proposal and a journal paper respectively. Data collected from semi-structured interviews, questionnaires, retrospective post-writing discussions and papers were categorised and analysed using topical structure analysis and cohesion analysis. The findings suggest that writing in a second language is a complicated idiosyncratic developmental process influenced by cognitive development, social/educational experience, the writer's first language (L1) and second language (L2) proficiency and cultural factors as well. These proficient writers were found to utilise a broad range of writing strategies while writing academic papers in English. This study in some degree supports Silva's (1993) finding that the L2 writing process is strategically, rhetorically, and linguistically different from the L1 writing process. Most of the metacognitve, cognitive, communicative and social/affective strategies except rhetorical strategies (operationally defined in this study as organisation of text or paragraphs) were found to transfer across languages positively. These student writers were noticed to have difficulties in acculturating into the target academic discourse community because of their background of reader-responsibility which is regarded as a crucial feature in Eastern rhetoric and is distinguished from writer-responsibility in English rhetoric (Hinds, 1987, 1990).

Cette thèse porte sur les sites internet des musées et plus particulièrement les sections pédagogiques de huit institutions nationales de quatre pays différents et s’attache à montrer que les musées sont, en ligne, des acteurs de contenus pédagogiques. L’enjeu est d’étudier les sections pédagogiques de ces sites en privilégiant une analyse de contenu et en mettant en œuvre une démarche comparative entre les quatre pays et les types de sites internet afin de saisir les pratiques - et notamment ce que Jean Davallon a appelé « l’anticipation par le destinateur » de ce que fera le visiteur (le destinateur visant par exemple à retenir l’intention de ce dernier ou à le guider dans le contenu), la typologie des contenus, les stratégies pédagogiques mises en œuvre par les institutions muséales en ligne. L’offre pédagogique en ligne est ici définie comme une activité permanente à distance de critiques, de construction de savoirs, de consultation et de divertissement, à propos des ressources muséales. Cette offre se construit également selon des règles cohérentes de design Web. Nous avons choisi d’étudier la pédagogie en ligne autrement selon une démarche constructiviste qui nous conduit à privilégier certains concepts clés : parcours d’apprentissage individualisés, processus d’apprentissage, stratégies cognitives, stratégies métacognitives, « learning styles », taxonomie. D’un point de vue méthodologique, cette thèse s’appuie sur une démarche qualitative et privilégie l’analyse de contenu à partir d’une grille d’analyse comportant 11 catégories : le corpus se compose de huit sites internet et de deux types de musées nationaux : les musées d’art et les musées de sciences avec une section pédagogique. La thèse se compose en deux tomes. Le tome 2 contient l’analyse complète des sites et le tome 1 comporte trois parties. Dans une première partie, la thèse se concentre sur la vocation éducative des musées en prenant en compte ses spécificités et ses complexités. Cette partie précise le contexte historique de la fonction éducative des musées qui ont très tôt développé une stratégie pédagogique en direction du public. Elle s’attache aussi à montrer la spécificité du musée dans l’éducation informelle en le situant en tant que lieu d’apprentissage de concepts et de développement qui développe deux types de médiation. Le musée favorise la formulation de questions, il oriente la réflexion et suscite des interrogations. Elle montre ensuite le musée en tant que partenaire important et complémentaire de l’école. Enfin, cette partie précise le contexte historique des musées en ligne dans les quatre pays de notre analyse et le développement progressif des politiques culturelles d'aujourd’hui et les actions progressives mises en opération par les musées. Dans un second temps, la thèse porte sur l’analyse thématique des sites internet et de leurs sections pédagogiques et s’attache à montrer les étapes successives de l'analyse de contenu via la grille d’analyse conçue pour cette recherche. Dans un premier, temps, il s’agit donc de présenter l’ergonomie générale des sites pour progressivement arriver au traitement général des sections pédagogiques des sites c’est à dire d’identifier les mécanismes sous jacents des sites internet et de leurs sections pédagogiques et dans un second temps d’identifier les différences entre les types de musées et les pays. Enfin, la troisième partie de la thèse attache de l’importance à la typologie des contenus pédagogiques en ligne et se focalise sur les stratégies mises en œuvre sur les sites ainsi que sur la pédagogie déployée. Les sites internet sont ainsi vus comme des éléments interconnectés, destinés à un public cible et renforçant le rôle social du musée. Les publics scolaires et les enseignants sont publics privilégiées, une place prépondérante à ces publics est soulignée. / This research studies museum internet sites and in particular the pedagogy of eight national institutions in four different countries and suggests that online museums are educational content players.The interest is to investigate the educational content of the internet sites using a content analysis and implementing a comparison between the four countries and the types of internet sites to be able to understand the practices – and especially what Jean Davallon calls « the anticipation by the “sender” » that the visitor will engage in (the sender aiming for example to keep the attention of the latter or to provide guidance in the contents), the typology of content and the teaching strategies put in place by the online museum institutions. The online educational offer is defined here as a permanent activity as a source of building knowledge, consultation, criticism, and entertainment, from the museum resources. This offer is also constructed according to the consistent rules of Web design.We have chosen to study the online pedagogy according to a constructivist approach that drives us to privilege certain key concepts : individual learning ways, learning processes, cognitive strategies, meta-cognitive strategies, {learning styles}, taxonomy. From a methodological point of view, this thesis relies on a qualitative approach and privileges a content analysis from an analysis grid with eleven categories : the corpus is composed of eight internet sites and of two types of national museums : the art museums and the science museums with an educational section. The thesis is composed of two tomes. The tome 2 contains the complete analysis of the sites and the tome 1 includes three parts. In the first part, the research discusses the educational role of museums with its specificities and complexities. This part defines the historical context of the educational function of museums that very early on developed an educational strategy for the public. It also shows the specificity of museums in informal education as a place of learning concepts and development that develop two types of mediation. The museum favours the formulation of questions; it orientates reflexion and raises questions. It then shows the museum as an important partner and complementary to school. Finally, this part precises the historical context of online museums of the four countries from our analysis and the progressive development of the cultural policies of the present and the progressive actions put into place by the museums.Secondly, the research focuses on the thematic analysis of the internet sites and on their educational sections and attempts to show the successive steps of the content analysis via the analysis grid constructed for this research. Firstly, it is about showing the ergonomics of the sites to progressively arrive upon the general treatment of the educational sections of the sites, that is to say to identify the mechanisms of underlying internet sites and of their educational sections and secondly to identify the differences between the types of museums and their countries. Finally, the third part of the research attaches importance to the typology of the online educational content and focuses on the strategies put into place in the sites as well as the pedagogy deployed. The internet sites are thus viewed as interconnected elements, intended for a target audience and reinforcing the social role of the museum. The schools and the teaching body are a privileged population; a prominent place for them is underlined.