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Μελέτη της ανάγνωσης, ως ικανότητα κατανόησης κειμένων σε κωφούς μαθητές γυμνασίου / Study of the reading problems of the deaf high school studentsΜαλαβέτα, Αναστασία 09 October 2009 (has links)
Σκοπός της εργασίας αυτής ήταν μια πρώτη μελέτη των προβλημάτων ανάγνωσης των κωφών μαθητών Γυμνασίου. Συγκεκριμένα, στη παρούσα εργασία μελετήθηκε κατά πόσο οι κωφοί μαθητές Γυμνασίου μπορούν να διαβάσουν με προσοχή ένα κείμενο, καθώς και κατά πόσο μπορούν να κατανοήσουν το κείμενο και να συγκρατήσουν πληροφορίες από αυτό. Αναλυτικότερα, έγινε προσπάθεια να απαντηθούν τα εξής ερωτήματα: κατά πόσο μπορούν οι κωφοί μαθητές α)να διαβάσουν τόσο προσεκτικά, ώστε να καταλάβουν τη συνοχή / συνεκτικότητα ενός κειμένου και να εντοπίσουν ασαφή στοιχεία, β)να κατανοήσουν την κεντρική ιδέα ενός κειμένου και γ)να συγκρατήσουν πληροφορίες από ένα κείμενο και να απαντήσουν σε ερωτήσεις κατανόησης.
Στην έρευνα έλαβαν μέρος 11 (Ν=11) κωφοί μαθητές και των τριών τάξεων του Ειδικού Γυμνασίου Κωφών και Βαρηκόων Αγίας Παρασκευής, καθώς και 23 (Ν=23) ακούοντες μαθητές της Α΄ Γυμνασίου από το Γυμνάσιο Γαλατά, οι οποίοι αποτέλεσαν την ομάδα ελέγχου.
Τα αποτελέσματα της εργασίας έδειξαν ότι οι κωφοί μαθητές έχουν χαμηλότερο αναγνωστικό επίπεδο σε σύγκριση με ακούοντες μαθητές. Συγκεκριμένα, οι κωφοί μαθητές αντιμετωπίζουν σοβαρές δυσκολίες στην κατανόηση της συνοχής ενός κειμένου, στη διατύπωση της κεντρικής του ιδέας, καθώς και στη συγκράτηση πληροφοριών από το κείμενο αυτό, προκειμένου να απαντήσουν σε σχετικές ερωτήσεις κατανόησης. Ειδικότερα, η διατύπωση της κεντρικής ιδέας φαίνεται ότι δυσκολεύει ιδιαίτερα όλους τους μαθητές, κωφούς και ακούοντες, αφού και οι ακούοντες μαθητές είχαν πολύ χαμηλές επιδόσεις. Αξίζει, επίσης, να σημειωθεί ότι οι μαθητές της τελευταίας τάξης είχαν καλύτερη επίδοση από τους μαθητές των μικρότερων τάξεων, το οποίο δείχνει ότι οι κωφοί μαθητές χρειάζονται περισσότερο χρόνο και εκπαίδευση, προκειμένου να κατακτήσουν την ανάγνωση και να αρχίσουν να κατανοούν ένα κείμενο.
Τέλος, τα αποτελέσματα αυτά θα πρέπει να ληφθούν υπόψη από τους εκπαιδευτικούς, προκειμένου οι τελευταίοι να δώσουν στους κωφούς μαθητές τον απαραίτητο χρόνο και εκπαίδευση για την καλύτερη δυνατή κατάκτηση της ανάγνωσης. / The purpose of this assignment was a first study of the reading problems of the deaf high school students. Namely, in the present assignment it was examined whether and to which extent the high school students can read a text carefully as well as whether they are able to comprehend the text and retain elements from it.
To analyze this, there was an attempt to answer the following questions: whether the deaf students a) can read carefully so as to comprehend the cohesion and coherence of a text and pinpoint ambiguous data b) whether they can perceive the main idea of a text and c) whether they are able to retain information from a text and answer reading comprehension questions .
11 high school deaf students -of all the 3 grades of the Specialized High School For the Deaf and Hearing Impaired in Aghia Paraskevi - participated in this study as well as 23 hearing students of the first grade of the high school in Galata, who comprised the control group.
The results of the study showed that the deaf students have a lower reading standard in comparison with the hearing students. Specifically, the deaf students face tremendous difficulties in comprehending the cohesion of a text in expressing the main idea as well as in retaining data from this specific text in order to respond to relevant comprehension questions .In a deeper analysis the formulation of the central idea seems to particularly complicate all the students -hearing and deaf alike- since the hearing students had a very low performance.
Moreover it is worth noted that the deaf students need more time and training so as to acquire the reading skills and start comprehending the text. Finally, these specific results should be taken into consideration by the educationalists so as the latter to allow deaf students the time and training needed for the best possible acquisition of the reading skills.
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O livro didático de português: abordagem discursiva de exercícios de compreensão de texto / The portuguese textbook: a discourse approach to text comprehension exercisesCarvalhaes, Wesley Luis 08 April 2016 (has links)
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Previous issue date: 2016-04-08 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The doctoral dissertation O livro didático de português: abordagem discursiva de exercícios
de compreensão de texto (The Portuguese textbook: a discourse approach to text
comprehension exercises) aims to analyze, under the lights of theoretical contributions from
text and discourse studies, the operations proposed by text comprehension questions in the
Portuguese textbook (Livro Didático de Português, or LDP), investigating in what manner these
questions bring to life the conceptions of language, teaching and reading presented by the
authors in the teacher’s book that comes along with the LDP. The research takes as its
analytical corpus the text interpretation questions from two high school ninth grade LDPs.
Both books were amongst the most adopted in state public schools of the city of Goiânia (Goiás
State, Brazil), under the sponsorship of the textbook national program (Plano Nacional do
Livro Didático, or PNLD) for the triennium 2011-2013. They are: Cereja and Magalhães (2010),
and Beltrão and Gordilho (2010). The study adopts the concept of language as verbal
interaction (BAKHTIN; VOLOCHÍNOV, 2006), and perceives the text as a social and historical
process, characterized by the dialogism. Reading is faced as a social activity, through which
the meaning is built in the course of social interaction situations. The investigation seizes its
north from the notion of discourse as a meaning effect (PÊCHEUX, 1990, 1997), and treats
reading in this perspective, since what someone enunciates is connected to the social and
historical moment in which he or she is inserted, as well as to other factors that influence the
speech and the meanings that can be built from it. In order to observe the historical conditions
for producing and distributing didactic materials in Brazil, this study takes a historiographical
and linguistic path of the LDP, showing that the government controls the didactic production
through mechanisms such as the above-mentioned PNLD. Regarding the text comprehension
questions, the documental research methodology has been applied to the study, with a
qualitative approach. The analytical categories chosen are the typologies of Marcuschi (1996).
The analysis shows that the two LDPs’ teacher’s books in perspective present, as theoretical
support for their elaboration, notions of language, text, and reading, rooted on Bakhtin’s
concept of language as verbal interaction. However, these notions do not come to reality in
the majority of the exercises proposed for working with the texts. As for the LDPs’ text
comprehension questions analyzed, they are centered mainly on elements objectively found
in the text or on operations of metalinguistic nature. Therefore, they do not take into
consideration the extra-textual elements to be discussed in activities that comprehend reading
as a social practice. In this sense, there is a mismatch between the theoretical aspects
indicated in the LDPs’ teacher’s books analyzed and the proposed questions for approaching
the text. Consequently, the LDPs’ text interpretation exercises analyzed do not materialize the
language, teaching, reading, and meaning notions displayed in the corresponding teacher’s
textbook. / O trabalho O livro didático de português: abordagem discursiva de exercícios de compreensão
de texto objetiva analisar, à luz das contribuições teóricas dos estudos do texto e do discurso,
as operações propostas por questões de compreensão de texto no livro didático de português
(LDP), verificando como essas questões concretizam as concepções de língua, texto, ensino e
leitura que os autores do livro apresentam no manual do professor que acompanha o LDP. A
pesquisa toma como corpus de análise as questões de interpretação de texto de dois dos LDP
de 9º ano do ensino fundamental mais adotados nas escolas públicas estaduais de Goiânia
por meio do Programa Nacional do Livro Didático (PNLD) no triênio 2011-2013: Cereja e
Magalhães (2010) e Beltrão e Gordilho (2010). O estudo apoia-se sobre a concepção de língua
como interação verbal (BAKHTIN; VOLOCHÍNOV, 2006) e entende o texto como processo
social e histórico marcado pelo dialogismo. A leitura é tomada como uma atividade social por
meio da qual o sentido é construído no curso das situações de interação social. A pesquisa
apropria-se da noção de discurso como efeito de sentido (PÊCHEUX, 1990, 1997) e trata a
leitura nessa perspectiva, pois o que alguém enuncia está ligado ao momento social e histórico
em que se insere e a outros fatores que condicionam o dizer, bem como os sentidos que
podem ser a partir dele construídos. Com a intenção de observar as condições históricas de
produção e circulação do material didático no Brasil, o estudo realiza um percurso
historiográfico-linguístico do LDP e mostra que o governo exerce um controle da produção
didática por meio de dispositivos como o PNLD. Para o tratamento das questões de
compreensão, é utilizada a metodologia da pesquisa documental com abordagem qualitativa
e são aproveitadas como categorias de análise as tipologias de Marcuschi (1996). As análises
identificam que os manuais do professor dos LDP selecionados apresentam, como suporte
teórico para a elaboração dos livros, noções de língua, texto e leitura fundamentadas sobre a
concepção bakhtiniana de língua como interação verbal. Mas essas noções não se concretizam
na maioria dos exercícios propostos para o trabalho com o texto. As questões de compreensão
de texto dos LDP analisados são constituídas majoritariamente por perguntas sobre elementos
objetivamente situados no texto ou sobre operações de caráter metalinguístico e, portanto,
desconsideram os elementos extratextuais a serem discutidos nas atividades que entendem a
leitura como prática social. Nesse sentido, há um descompasso entre os aspectos teóricos
apontados no manual do professor dos LDP analisados e as questões propostas para a
abordagem do texto. Desse modo, os exercícios de interpretação dos LDP analisados não
materializam a noção de língua, de ensino, de leitura e de sentido explícita no manual do
professor que acompanha esses mesmos LDP.
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De la validité du modèle de situation en compréhension de textes / On model situation’s validity in text comprehensionTaffin, Maïté 13 December 2010 (has links)
Cette thèse porte sur la compréhension de textes et plus précisément sur son caractère dynamique. Elle interroge la validité d’une notion qui fait consensus dans les différents modèles de compréhension, celle du modèle de situation qui est la représentation de la situation évoquée par le texte. Construit tout au long de la lecture et permettant l’établissement de la cohérence, ce modèle de situation serait le produit fini obtenu à la fin de la lecture. A travers quatre séries d’expériences, ce travail étudie la répercussion qu’une tâche de compréhension proposée après lecture d’un texte, peut avoir sur la compréhension même du texte. La première série d’expériences examine si la dynamique du modèle de situation, c'est-à-dire sa mise à jour, perdure au-delà de la simple lecture du texte. Les séries d’expériences suivantes s’axent sur l’effet du contexte au moment de la tâche de compréhension. Plus précisément, la deuxième série d’expériences porte sur un effet de discriminabilité au sein des énoncés à juger dans la tâche de compréhension après lecture ; la troisième et quatrième série d’expériences manipulent la fluence conceptuelle et perceptive du traitement. Les résultats tendent à montrer que la réponse du participant n’est pas un acte faisant appel au passé et à une représentation, mais un acte dans le présent et dépendant du contexte situationnel. Ainsi, sa réponse n’est pas contenue dans un schéma pré-stocké que l’on pourrait nommer modèle de situation, mais émerge du présent et de son contexte. / This thesis is about text comprehension and more precisely about its dynamic feature. It questions the validity of a notion which has reached consensus in the various models of comprehension: The notion of situation model which is the representation of the situation evoked by the text. Founded throughout the reading and allowing the establishment of coherence, this situation model would be the final product obtained at the end of this reading. Through four series of experiments, this thesis puts under scrutiny the repercussion a comprehension task, proposed after the reading of a text, could have on the very comprehension of the text. The first series of experiments examines whether the model situation’s dynamic, meaning its updating, is maintained beyond a straightforward reading of the text. The next series of experiments are centred on the context effect when the comprehension task occurred. Much more precisely, the second series of experiments deals with the discriminability effect within the statements which are going to be judged during the comprehension task after reading; the third and fourth series of experiments manipulate the conceptual fluency and the perceptual fluency. The results tend to point to the fact that the participant’s response is not an act referring to the past and a representation, but an act embedded in the present, which depends on the situational context. Thus, the participant’s response is not held in a pre-stocked schema, that we could call situation model but emerges from the present and from its context.
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Sondagem das anáforas não correferenciais ativadas em processos interpretativos de fábulas. / Diagnosis of non-coreferential retrieval operations activated in the interpretative process of fables.Reis, Leidiani da Silva 12 March 2012 (has links)
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Previous issue date: 2012-03-12 / Given the difficulty of students to interpret a text, this research aims at providing
some reflections on the interpretive process in the teaching of Portuguese.
Specifically, we discuss the importance of linguistic elements in text interpretation.
Among the various language resources, this study addresses the elements that
collaborate in the construction of meaning and in the texture in text, focusing on
referencing. This process constitutes a discursive activity carried out through the
construction and reconstruction of objects of discourse, carried out by individuals in a
process of interaction, which means that it carries, among other factors, the interests
and views of interlocutors involved in speech (KOCH; ELIAS, 2006). For a refined
understanding of the corpus, considering the limits and possibilities of this research,
we decided to emphasize, among the possible elements for referencing in
Portuguese, the non-coreferential retrieval operations, since they are conceived as a
form of manifestation of the text producer (KOCH, 2005). We assume that the
approach of this language resource in the teaching of Portuguese can help students
in textual interpretation, in view of its role in the process of extracting relevant
information from text. Aiming at diagnosing the use of referencing strategies, we
analyze answers for comprehension questions of students from the 5th grade of a
public school in Cascavel (Paraná, Brazil). Firstly, we examine the students
interpretation of two versions of the fable The fox and the grapes, without a previous
approach of the linguistic strategy proposed. Secondly, we examine the students
interpretation of two versions of the fable The wolf and the lamb, after approaching
non-coreferential anaphora. We found that, by using this kind of anaphora in their
responses, students evinced their choices for highlighting features or characteristics
of the referent, and thus evaluate it according to their beliefs and views. We found
that students used strategies to reconstruct the referent, demonstrating
comprehension of the texts read. We conclude that such linguistic mechanism is
much more than just a retrieval resource, but it constitutes a mark and evidence of a
strategy used in producing the utterance, which portrays the recategorization of
objects of discourse. This process has relevant argumentative value, since the
selection of certain types of non-coreferential anaphora is based on a number of
discursive factors and reflects the speaker s communicative purposes. For this study,
the main theoretical frameworks come from Kleiman (2009), Koch (2004, 2005, 2006,
2008, 2009), Koch and Elias (2006), Mondada and Dubois (2003), and others. / Tendo em vista a dificuldade que os alunos sentem ao interpretar um texto, a
presente pesquisa tem por objetivo refletir acerca do processo interpretativo no
ensino de Língua Portuguesa. Mais especificamente, discutimos sobre o valor que
elementos linguísticos exercem no instante da interpretação textual. Dentre os vários
recursos linguísticos existentes, este trabalho aborda elementos que colaboram na
construção dos significados e na tessitura do texto, focalizando, então, o processo
de referenciação. Tal processo configura uma atividade discursiva, que ocorre por
meio da construção e reconstrução de objetos de discurso, realizada por sujeitos
num processo de interação, o que significa dizer que carrega, dentre outros fatores,
os interesses e os pontos de vista dos interlocutores envolvidos no discurso (KOCH;
ELIAS, 2006). A fim de promover, considerando os limites e as possibilidades desta
investigação, uma compreensão mais precisa do corpus, dentre os elementos
referenciais possíveis na língua portuguesa, optamos por focalizar as retomadas não
correferenciais, tendo em vista serem concebidas como uma forma de manifestação
do produtor do texto (KOCH, 2005). Partimos da hipótese de que a abordagem
desse recurso linguístico no ensino de Língua Portuguesa pode auxiliar o aluno na
interpretação textual, tendo em vista o seu papel no processo de extração de
informações relevantes do texto. Para efeito de sondagem, tomamos como corpus
de análise respostas interpretativas produzidas por alunos do 6º ano de uma escola
pública de Cascavel-PR. Em um primeiro momento, verificamos como esses alunos
interpretaram duas versões da fábula A raposa e as uvas, sem ter sido antes
trabalhada a estratégia linguística proposta. Em um segundo momento, observamos
como interpretaram duas versões da fábula O lobo e o cordeiro, após estudo das
anáforas não correferenciais. Constatamos que, ao usar tais anáforas em suas
respostas, os alunos deixaram transparecer suas escolhas com a finalidade de
destacar traços ou características do referente e, assim, avaliá-lo, segundo suas
crenças e seus pontos de vista. Nessa direção, observamos que os alunos
realizaram estratégias de reconstrução do referente, demonstrando compreensão
dos textos lidos. Concluímos, então, que tal mecanismo linguístico é muito mais do
que simples um recurso de retomada, mas é marca e evidência de estratégia do
sujeito na produção do enunciado, que vem retratar a recategorização de objetos de
discurso. Tal processo é revestido de valor argumentativo relevante, pois a seleção
de certas anáforas não correferenciais é feita a partir de uma série de fatores
discursivos e mediante as finalidades comunicativas do falante. Para o
desenvolvimento deste estudo, os principais referenciais teóricos adotados são
Kleiman (2009), Koch (2004, 2005, 2006, 2008, 2009), Koch e Elias (2006),
Mondada e Dubois (2003), dentre outros autores.
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