Un des domaines des sciences humaines qui s’est considérablement enrichi, ces dernières années, des théories de l’action est celui des sciences de l’éducation. Notre travail de thèse se situe dans cette orientation. Il porte sur l’analyse de l’agir de l’enseignant dans des classes d’anglais et de français, langues étrangères, appliquées dans le système scolaire Chypriote. Une lecture attentive des instructions officielles concernant l’enseignement de ces deux LE permet de relever un ensemble de finalités et d’objectifs qui renseignent sur ce qu’on pourrait considérer comme la méthodologie sous-jacente à l’enseignement/apprentissage des deux LE en question : l’Approche Communicative. Le but visé dans les deux enseignements est l’acquisition de compétences communicatives. Partant de cette constatation nous avons voulu de savoir comment est organisé et comment se réalise dans les faits l’enseignement communicatif scolaire de LE différentes, par des enseignants se référant à un même courant didactique ? Ce qui revient à dire que nous chercherons à répondre à la question de savoir de quelle manière des enseignants des LE différentes initient, organisent et font fonctionner les interactions en classe dans le cadre d’un enseignement communicatif de la LE? Ces préoccupations placent notre recherche dans le champ de la didactique descriptive. Nous voudrions analyser l’agir professoral suivant sa triple fonction, d’initiation et de maintien de l’interaction, de mise en scène des savoirs et d’organisation d’un espace d’enseignement/apprentissage communicatif des LE. Pour ce faire, nous aurons recours à deux méthodes d’analyse : une analyse pragmatique de l’activité didactique en classe et une analyse interactionnelle. Notons enfin que notre analyse se veut comparative. Elle procède davantage de la mise en évidence des pratiques et des conduites telles qu’elles apparaissent dans l’une et l’autre situation, en tenant compte des caractéristiques de chacune d’elles. / One of the fields of the social sciences which has been considerably influenced the last few years by the action theory, is that of the educational sciences. This thesis is in this direction. It focuses on the analysis of the teacher's action in English and French as Foreign Language classes, applied in the Cypriot educational system. A careful reading of the official instructions concerning the teaching of these two languages, can raise a set of aims and objectives that provide information about what could be considered as the underlying methodology in teaching/learning of both languages; the Communicative Approach. The aim in both courses is the acquisition of communication skills. Bearing this in mind the author wanted to know how communicative teaching of those two languages is organized and how realized by teachers referring to the same teaching/learning methodology. Consequently, the author seeks to answer the question of how teachers of those two languages initiate, organize and operate the classroom interaction in the context of communicative teaching of both these foreign languages. These concerns place our research in the field of descriptive didactics. The teacher's action is analyzed following its triple function: induction and maintenance of classroom interaction, creation of an ongoing learning environment and organization of communicative teaching. To this end, we use two methods of analysis: a pragmatic analysis of classroom didactic activity and an interaction analysis. Finally, it is noted that the analysis is intended to be comparative. It strives to the identify practices and behaviors as they appear in one or the other cases, taking into account the different characteristics of the teaching of each languages of the above.

The current movement towards multilingualism and multiculturalism in South Africa has placed language at the centre of all educational activity. With the implementation of the outcomes-based Curriculum 2005, the emphasis is on appropriate learning support material, and the learning programmes are seen as guides that allow teachers to be innovative and creative in designing instructional and learning material. The fact that Afrikaans was one of three compulsory language subjects at a school in the Soweto area motivated researchers of Technikon South Africa to embark upon an outreach project. The latter entailed a remedial programme to address the lack of Afrikaans language proficiency of the Grade 12 learners at this school. My role as the remedial teacher and my subsequent responsibility for the development of appropriate and relevant learning material for the intervention provided the impetus and motivation for this research. The aim of the study was to determine the criteria for developing materials, in order to develop the proficiency in Afrikaans of Grade 12 additional language learners. The intervention took the form of an ongoing action research cycle. The magnitude of the proficiency dilemma in this study was revealed by a pre-intervention assessment. Apart from the learners’ poor functional Afrikaans literacy, it also became apparent that the influence of affective variables in additional language learning should be considered. The literature survey undertaken to articulate the relevant information about Communicative Language teaching (CLT) emphasised the kind of teaching necessary to develop proficiency in an additional language. In addition, the exploration of the influence of affective factors on additional language teaching and learning allowed a better understanding of the learners’ needs and ensured a learning-centered approach. In the process of materials selection, adaptation and development, it was necessary to relate learning principles and procedure to theory, research methods and classroom practice. Reviewing the literature on issues such as designing and developing materials contributed to a pragmatic approach to materials development, and assisted in establishing the criteria for the development of appropriate materials. The study has attempted to show how to design appropriate and relevant teaching materials guided by a set of criteria. The implementation of the materials in the classroom integrated theory and practice. Thus in practice, through different action research cycles, the developed materials were shown to comply with the theoretical criteria to establish their effectiveness, and refined to suit the proficiency level of the particular learners. Finally, critical reflection resulted in a redesigned set of materials for Afrikaans as an additional language. The post-intervention assessment showed that there was indeed an improvement in the learners’ proficiency levels and that the average grade of their proficiency levels improved. Other findings suggested the probability of a positive attitude change in the learners. Thus, it can be concluded that the intervention may be judged as having been relatively successful. / Thesis (DPhil)--University of Pretoria, 2006. / Unit for Academic Literacy / DPhil / Unrestricted

Orientador: Linda Gentry El-Dash / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-07T19:32:25Z (GMT). No. of bitstreams: 1 Ribeiro_MarlucyMariadaSilveira_M.pdf: 939732 bytes, checksum: 2d03df60f677d6157ce5516332c43cf4 (MD5) Previous issue date: 2006 / Resumo: Este trabalho é um estudo de caso, que analisa as atitudes e a motivação de um grupo de alunos brasileiros, aprendizes de inglês em situação formal de aprendizagem. Os dados foram obtidos por meio de questionários, observações e gravações de aulas, além da realização de um estudo Q, combinando, portanto, métodos qualitativos e quantitativos. Os participantes da pesquisa são alunos universitários de um curso de inglês geral em uma universidade pública do estado de São Paulo. Nosso objetivo principal foi analisar a motivação e as atitudes dos alunos em relação a aspectos da aprendizagem da língua, ao povo americano, à língua inglesa e à cultura americana, em busca de possíveis efeitos destes fatores no desempenho dos alunos no curso. As notas do curso foram utilizadas como medida de desempenho. A metodologia Q nos ajudou a compreender como esses alunos viam os americanos, garantindo uma maior confiabilidade aos dados obtidos nos questionários. Os resultados apontaram para uma grande rejeição ao povo americano e à sua cultura, o que, entretanto, se mostrou irrelevante para afetar o desempenho dos alunos. Os fatores que se mostraram especialmente significativos para influenciar o desempenho desse grupo, contrariando nossas expectativas, foram as atitudes em relação à situação de aprendizagem da língua. A abordagem comunicativa da professora e sua atitude em sala de aula, favorecendo a interação entre os alunos e estabelecendo um ambiente descontraído de ensino, foram elementos decisivos para promover motivação e, consequentemente, um melhor desempenho no curso / Abstract: This thesis is a case study that analyzes the attitudes and motivation of a group of Brazilian students learning English in a formal setting. The data were collected on the basis of questionnaires, class observations, class recordings, and a Q-study, thus combining both qualitative and quantitative methods. The subjects are university students taking a general English course at a public university in the state of São Paulo. Our main goal was to analyze the motivation and attitudes of the students in relation to aspects of the language learning, the American people, the English language and the American culture, in order to identify the possible effects of these factors on student achievement in the course. Achievement was measured through the course grades The Q-study helped us understand better the perceptions of the students in relation to the American people, assuring greater reliability for the data obtained through the questionnaires. Results pointed to a high rejection of the American people and their culture, although this did not seem to be significant in affecting the performance of the students in the course. The most significant elements in influencing the performance of this group, in contrast to our expectations, were the attitudes toward the language learning situation. The communicative approach of the teacher and her attitude in the classroom, promoting interaction among students and establishing a pleasant learning environment, were crucial to the generation of motivation in the students, and consequently, to a better performance during the course / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

Denna rapport redovisar ett examensarbete på Civilingenjör och Lärarprogrammet på KTH och SU.Examensarbetets syfte är att öka förståelsen för och kartlägga hur olika presentationsmodelleruppfattas påverka intresset och möjligheten att ta till sig kunskapen om mekaniken i fjädrandekonstruktionselement (FKE). Tre olika presentationsmodeller har kartlagts därpresentationsmodellernas kommunikativa angreppssätt har varierat mellan auktoritativ ochdialogisk. Presentationsmodellerna som kartlagts är: Seminarie utifrån problembaserat lärande Seminarie utifrån casemetodiken Auktoritativt seminarieGenom deltagande observation och intervjuer har deltagarnas uppfattningar om de olika KPM, vadavser intresse och möjlighet att ta till sig kunskap, testats och kartlagts och studiens slutsatserredovisats. Denna studie utförs inom ämnet FKE och målgruppen för presentationsmodellerna ärvuxna personer med grundläggande kunskaper i mekanik.Resultatet av studien visar att möjligheten till inlärning och intresset ökar om det kommunikativaangreppssättet dialogiskt betonas. Det kommunikativa angreppssättet ska inte planeras vararenodlat dialogiskt eller auktoritativt. Detta beror på att intresset tenderar att minska närkommunikationen blir för auktoritativ samt för att deltagarna kan få det för svårt att styra seminarietdå kommunikationen är för dialogisk. Det blir speciellt svårt för deltagarna att styra detkommunikativa angreppssättet om deltagarna inte har förkunskaper som behövs för att ta till sigkunskaper från seminariet. Den seminariemodell som ökade inlärningen och intresset mest var detcaseutformade seminariet.NyckelordVuxenutbildning, / This essay is the report of my master's dissertation for Master of Engineering and Teacher Program atKTH and SU in Stockholm. The aims of the master’s dissertation are to increase the understandingand compose a map of how different presentation models affect the interest and ability to learnwhen the subject is resilient construction element is presented on a one day seminar.I have composed maps of three different presentation models in which the presentation models’communicative approach varied between authoritative and dialogic. The presentation models thathave been composed a map of are:• Seminar designed by problem-based learning• Seminar designed by the case method• Authoritative seminar The presentations models were tested and based on the tests, the feedback from participants and myparticipation studies, the presentation were surveyed and conclusions drawn about the learning and theinterest. This study was performed in the subject resilient construction element with the target groupadults with a basic skill in mechanics.The result of this study is that the potential for learning and interest increased if the communicativeapproach is in the dialogic direction. The communicative approach should neither be veryauthoritative or very dialogic. This is because the interest tends to decrease when the communicativeapproach is too authoritative and because the participants have problem with directing the seminarif communicative approach is too dialogic. Difficulties occur for the participants to control thedialogic communicative approach if they don’t have prior knowledge. The seminar model thatincreased learning and interests the most was the case-seminar format.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The main purpose of this study was to determine challenges that are faced by Grade 8 learners when reading short stories with understanding using EFAL. The study made use of a research approach which is qualitative in nature to explore the reading challenges. It also used an interpretive paradigm. Schema Reading Theory was employed as the guide to which the study followed. This theory advocates that learners read a text having prior knowledge, which assists them to interpret it better. This chosen theory is relevant to the study as the study seeks to understand why learners cannot read. Therefore the theory assisted in determining whether learners have the necessary prior knowledge of the text they read in the classroom. The main findings of the study has indicated that learners have challenges to reading. There are recommendations addressed to learners, parents, teachers and department of education. In conclusion, teachers assured to initiate reading programmes such as focused, independent and guided reading, with the hope to curb challenges towards reading.

The aim of this study is presented by two steps. The first is to gain an insight into what students think regarding sustainable development and religion. The second is to investigate what content in sustainable development can be used in religious studies through the students' perspective and how this content can be implemented to promote the work for sustainable development in schools. Seventeen qualitative semi-structured interviews with mainly open questions are performed. The focus is to get information about how Swedish high school students reason about and reflect on sustainable development and how they reflect on its connection to religion and to religious studies. The empirical result is analysed and discussed. The conclusions show that the respondents wish a sustainable society with a lifestyle without excessive consumption and thereby without environmental problems, with security and with a good education. They emphasize the importance of a meaningful, safe, and challenging education on religious studies. They are willing to discuss in depth and with respect for the different opinions that may emerge, about different perceptions of sustainable development that are related to the different identities and ways of religious lifestyles. This can be achieved through a communicative approach in the classroom, with a goal to create the dialogic classroom

Title of the thesis: Developing pronunciation through musical activities in French lessons Keywords: communicative approach, phonetics, phonology, pronunciation, prosody, activity, music, rhythm, rhythmisation, melody, tempo, intonation, accent, song, rap, facial expressions Abstract: This thesis deals with the teaching of French phonetics, considers the status of phonetics in communicatively oriented teaching, and comes to the fact that the teaching of phonetics and phonology is not a priority in the communicative approach. The work demonstrates the importance of such teaching, and therefore explores how the teaching of pronunciation or some of its components could be made more attractive. Based on the proven relationship of music and language, both as auditory phenomena, this thesis approaches the interwoven elements of these two areas. The aim is to explore how the musical elements, such as: rhythm, melody, tempo, phrasing, etc., could be used in the teaching of French pronunciation - especially at the suprasegmental level. The work offers a basic inventory of exercises which benefit from this characteristic and which has been verified in practice, and in the final analysis summarises their effectiveness in foreign language teaching.

Made available in DSpace on 2016-04-27T14:31:51Z (GMT). No. of bitstreams: 1 Rafael Pedro.pdf: 881758 bytes, checksum: 90de25c24427deefbb12ef0b1c4b1cbb (MD5) Previous issue date: 2006-07-26 / French language is one of the taught subjects, not only on the secondary school curriculum, but also at university, in Mozambique. The syllabus of this subject has been designed with regard to a geographical and socio-cultural framework, which does not match with Mozambican learners. It is spoken about France and the French who designed the textbook, which is used as teaching material in the secondary school in Mozambique. This textbook bridges information, which is unfamiliar to Mozambican learners of French. The aim of teaching and learning French in Mozambique, at school level, is to have learners achieve proficiency in this language in order for them to be able to communicate in various circumstances at school, university and elsewhere. The Mozambican learner, therefore, should be able to read, understand, write discourses related to school, university and elsewhere life, in his/her daily life, bearing in mind that most literature is in French. This research employs the translation method of macua tale as a cultural text in the process of teaching and learning French, the driving force in the cultural signification of learning and in the acquisition of communicative competence. The pedagogic experiment of this method and the interviews carried out teachers of French have revealed that learners can achieve linguistic competence necessary to be a successful grade 12 certificate holder in the final nation-wide examinations / A língua francesa é uma das disciplinas do currículo nas escolas secundárias, e mesmo nas universidades, do terrritório nacional moçambicano. O programa do ensino-aprendizagem desta disciplina foi concebido num espaço sóciocultural e geográfico que não coincide com o dos aprendizes moçambicanos. Está-se a falar da França e dos Franceses, que desenharam um manual, servindo de suporte pedagógico, no ensino secundário de Moçambique. Este manual tráz informações que não espelham aquilo que constitui o saber familiar dos alunos. O objectivo central do ensino e da aprendizagem do francês em Moçambique, no contexto escolar, é fazer com que os alunos tenham proficiência nessa língua, para poderem agir pronta e positivamente nas várias situações de vida escolar, universitária e outras. O aluno moçambicano deveria, portanto, ser capaz de ler, compreender, redigir enunciados, textos de carácter escolar, universitário e outros, no seu dia-a-dia, uma vez que existe vária bibliografia que recorre a autores franceses e/ou francófonos. Esta pesquisa propõe o recurso do método da tradução do Conto Macua, como texto cultural, no processo de ensino-aprendizagem do francês, força motriz na significação cultural da aprendizagem e na aquisição de competência de comunicação. A experimentação pedagógica do método e a entrevista aos professores de francês revelaram que os alunos podem possuir o domínio linguístico necessário para terminarem a 12ª classe com sucesso, nos exames de fim do ano

Enseigner l’espagnol comme langue étrangère (ELE) et utiliser la Littérature comme moyen didactique n’est pas une activité qui a été favorisée, ni dans l’aspect théorique comme pratique, dans les salles de classe, on l’a plutôt évitée. On a constaté que la plupart de temps on l’a réduit à un échantillon culturelle qui se situe à la fin des unités didactiques dans le manuelles d’ELE. Ces visions ont radicalement changé ces dernières années et des nombreux auteurs ont revendiqué son potentiel didactique et pédagogique. La présente mémoire s’inscrit dans la courante qui revendique l’utilisation du texte littéraire (TL) à cause du potentiel didactique qu’il renferme. On propose une série d’activités didactiques qui s’appuient dans le texte littéraire pour renforcer les compétences du discours au niveau de la description, la narration et la argumentation dans le cours d’espagnol langue étrangère (ELE) au niveau collégial et universitaire au Québec (Canada), en s’ appuyant sur les critères établis par le Cadre européen commun de référence pour les langues, le Plan curricular de l’Institut Cervantès, et le Programme du Ministère de l’Éducation du Québec. Auparavant, on a fait un bref parcours sur les différentes méthodes et approches pédagogiques dans l’enseignement de l’espagnol (ELE) ainsi que plusieurs études et articles qui proposent l’utilisation du texte littéraire en ayant comme objectif d’améliorer les compétences linguistique et communicatives des étudiants. / Teaching Spanish as a Second Language (ELE) and using literature as a didactic tool has never been an educational activity which received much support, in theory or in practice, it has rather been avoided. Most often, it has been relegated to a “cultural” sample at the end of the units in the ELE manuals, as “extra” material which the teacher did not really know what to do with. In recent years, these views have changed radically and many authors have claimed their teaching and learning potential. This thesis follows this tendency and claims the use of literary texts (TL) for the didactic potential they carry. It proposes a series of didactic activities, supported by literary texts, to strengthen the skills of discourse at the descriptive, the narrative and the argumentative level in teaching ELE to college and university students in Quebec (Canada), taking into account the criteria set by Common European Framework of Reference for Languages, the Plan curricular of the Instituto Cervantes and the Program of the Ministry of Education of Quebec. First, it offers a brief tour exposing the different currents and pedagogical approaches in the teaching of ELE and the various treaties and studies postulating the use of literary texts for this purpose. / Incursionar en la enseñanza del español para extranjeros (ELE) y utilizar la Literatura como herramienta didáctica no es una actividad docente que haya tenido siempre apoyo, tanto teórico como práctico, más bien se ha evitado. La mayoría de las veces se ha relegado a una muestra cultural al final de las unidades de los manuales de ELE, como un material extra con el que el docente no sabía bien qué hacer. Estas visiones han ido cambiando radicalmente en los últimos años, y numerosos autores han reivindicado su potencial didáctico y pedagógico. Esta memoria se inscribe en dicha corriente y reivindica el uso del texto literario (TL) por el potencial didáctico que conlleva. Se propone una serie de actividades didácticas, apoyadas en el texto literario, para fortalecer las competencias discursivas en el plano de la descripción, la narración y la argumentación en el ámbito de la enseñanza de ELE dirigidas a alumnos de nivel colegial y universitario de Quebec (Canadá), teniendo en cuenta los criterios establecidos por el Marco común europeo de referencia para las lenguas, el Plan curricular del Instituto Cervantes y el Programa del Ministerio de Educación de Quebec. Anteriormente, se hace un breve recorrido para exponer las diferentes corrientes y enfoques pedagógicos en la enseñanza de ELE y los diferentes tratados y estudios que postulan el uso del texto literario para este fin.

Η παρούσα ερευνητική εργασία ασχολείται με τη διδασκαλία του γραπτού λόγου και, πιο συγκεκριμένα, με το ζήτημα του γραπτού επιχειρηματολογικού λόγου. Σκοπός της εργασίας αυτής είναι να διερευνηθεί αν και κατά πόσο μπορούν οι μαθητές / τριες της Πρωτοβάθμιας Εκπαίδευσης, και συγκεκριμένα της Δ΄ τάξης του Δημοτικού Σχολείου, να ανταποκριθούν σε γραπτά θέματα επιχειρηματολογικού λόγου, δηλαδή αν είναι σε θέση, κατόπιν συστηματικής διδασκαλίας, να αναπτύξουν λόγο επιχειρηματολογικό και κατά πόσο σε αυτήν την ηλικία διαθέτουν την κριτική σκέψη που απαιτείται για την πραγμάτευση με το συγκεκριμένο κειμενικό είδους. / The present study deals with the teaching of writing and especially with the teaching of argumentative writing. The aim of this study is to investigate if ten years old pupils are able to cope with this genre.