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The aim of this thesis was to gather an in-depth understanding of the changes in the role of the Roman father during the Middle Roman Republic by analyzing a play called The Adelphi by Terence. A literature review was conducted to highlight the divergent views on Roman and Greek education and fatherhood, and its application in Rome. When Rome came into contact with Greece in 241BC, controversy was sparked on how a Roman father should raise his sons. This conflict arose because Greek fathers tended to raise sons with kindness, fairness, and equity in contrast to the heavily traditional, stern, strict, and restrictive methods of Roman fathers. There was a recent debate among modern scholars on this topic; however, it has generally been agreed that the Roman father was no longer a cold and overcontrolling paternal figure in Middle Republic. Because of the scarcity of primary sources dating before the first century BCE, Terence's Adelphi is a valuable piece of evidence for understanding the 2nd Century BCE controversy that arose between those for and against all things Greek: philosophy, art, literature, mores, cultural norms and education. In his play, Terence contemplates this issue and concludes by presenting an ideal father as possessing a balance of both Roman conventional morals and paternal authority, and Greek kindness and fairness to foster affection and respect among family members. This is evident when the protagonist, the heavily traditional Roman father, Demea, initially having alienated his sons, changes his behaviour after adopting these Greek characteristics to earn back both his sons’ affection. The importance of this conclusion to the play suggests that Greek Philosophy and cultural mores began to influence Roman fatherhood and education as early as 160 BCE when the play was produced posthumously in Rome. More specifically, Terence’s play was one of the first social plays to impact Roman society by portraying an ideal image of a shofter, and gentler Roman father, who did not solely rely on the absolute power and control he possessed over his sons. Although there is primary evidence in literary works to support that the Adelphi continued to gain popularity in first century BCE with its Greek concepts of kindness, fairness, and equity in fatherhood and education, future archeological research of Roman family tombstones in Rome may further shed light on the issue concerning the extent to which Greek philosophy and mores influenced and impacted Roman society in the 2nd Century BCE.

Th.--Sci. agron.--Toulouse--I.N.P., 1985. N°: 2.

Th.--Sci. de l'eau et aménagement--Montpellier II, 1989. / Bibliogr. p. 251-258.

Akademisk avhandling--Filosofie doktorsexamen--Göteborg, 1993. / Résumé en anglais.

Texte remanié de: Th. doct.--Agron.--Montpellier--CIHEAM, 1997. / Bibliogr. p. 75-80. Résumés en français et en anglais.

Th. doct.-ing.--Nancy, I.N.P.L., 1982.

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This research investigates the impact of the use of an integrated approach to the teaching of writing on Saudi EFL students in secondary education. Specifically, it examines its impact on the development of metacognitive strategies, students’ behaviour and levels of motivation and performance. The approach combines genre, process and content approaches and integrates them with meta-cognitive strategies in the teaching of three selected writing styles: academic, argumentative and creative. It also considers teacher training and the strategy development of EFL students. The research follows a mixed-method approach. Quantitative data collection was directed through pre questionnaire and –post 1 and 2 questionnaires and analysis of pre- and post-tests marks. Qualitative data included material from the students’ and a purpose-trained teacher’s interview, analysis of students’ essays, class observations and a teachers’ questionnaire. The results of this study show a positive impact of this integrated approach, which was manifested in improved writing performance, motivation, attitude towards writing in English and awareness of meta-cognitive strategies, as well as the sustained use of these strategies. While the study confirms and expands on previous work in the field of language learning strategies (Abdul-Rahman, 2011; Al-Otaibi, 2004; Cohen, 1998; Cohen & Weaver, 2006; Macaro, 2001; Oxford, 1990; Ehrman & Oxford, 1990), it also stresses the need for further research into EFL writing strategies and the impact of meta-cognitive strategies on students and teachers in the Saudi Arabian education context (Alhaisoni 2012; Aljuaid 2010; Mehrdad et al., 2012). Moreover, it identifies insufficient teacher training and curricular design as factors which fail to promote autonomous learning, and calls for further studies to improve integrated and sustainable teaching approaches.