Made available in DSpace on 2014-06-11T19:32:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-08-01Bitstream added on 2014-06-13T20:24:07Z : No. of bitstreams: 1 silva_acs_dr_arafcl.pdf: 824570 bytes, checksum: 2c5742023f2b19b3205cf5dbf21bb559 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O trabalho apresenta uma proposta de relação entre análise lingüística e práticas de ensino, pautando-se na Teoria das Operações Enunciativas e Predicativas, do lingüista Antoine Culioli. O objeto central de análise é a marca porque em enunciados recolhidos de textos escolares. Em um primeiro momento, realizou-se um apanhado crítico de alguns estudos referentes à marca porque. Observa-se que esses estudos concentram-se na classificação e nas descrições de uso do marca. Em um segundo momento, foram feitas as observações dos enunciados a partir da perspectiva teórica proposta. A análise concentrou-se na compreensão dos mecanismos de linguagem subjacentes ao uso da marca porque. Esses mecanismos constituem invariantes que são responsáveis pelo uso empírico da marca, tanto nas orações coordenadas quanto nas orações subordinadas. O trabalho questiona os métodos escolares vigentes para o ensino das conjunções, os quais se restringem ao aprendizado da nomenclatura gramatical. Esta tese defende a idéia de que as conjunções - e outro conceitos gramaticais - podem ser apreendidos com mais eficiência se ensinados por meio de atividades epilingüísticas. Com base no exemplo de análise da marca porque, o estudo propõe algumas atividades que incentivam o trabalho epilingüístico para o aprendizado das conjunções. / This paper presents a proposal of relation between linguistic analysis and the educative practicals. The analysis is based on Antoine Culioli s theory. Culioli shows, in his theory, some studies about the Predicative and Enunciative Operations. The main object of this analysis is the mark porque used by students and it was collected on brazilian school texts. In a first moment, this paper realizes a critical studies about the mark porque and, the goal of these studies is the description and the classification of their uses. In a seconde moment, from the perspective of Culioli s theory, the brazilian school texts were studied. The analysis concentrades in the understanding the uses of language mechanisms presents when a speaker uses the mark porque. These language mechanisms are not variable and they are responsable by the real use of the mark porque on the coordenate clauses and subordinated clauses. The work questions the educational methods used on the schools to learn the conjunction, because the educational methods learn, only, grammatical nomenclature. However, this paper shows that conjunctions and other grammatical concepts can be learned, with more efficiency, using to this the epilinguistic work to the learning of the conjunctions. This study proposes some activities that encourage the epilinguistic work to the learning of the conjunction throught the examples of the analyses of the mark porque.

Orientador: Letícia Marcondes Rezende / Banca: Márcia Cristina Romero Lopes / Banca: Marília Blundi Onofre / Banca: Valdir Heitor Barzotto / Banca: Vanice Maria Oliveira Sargentini / Resumo: O trabalho apresenta uma proposta de relação entre análise lingüística e práticas de ensino, pautando-se na Teoria das Operações Enunciativas e Predicativas, do lingüista Antoine Culioli. O objeto central de análise é a marca porque em enunciados recolhidos de textos escolares. Em um primeiro momento, realizou-se um apanhado crítico de alguns estudos referentes à marca porque. Observa-se que esses estudos concentram-se na classificação e nas descrições de uso do marca. Em um segundo momento, foram feitas as observações dos enunciados a partir da perspectiva teórica proposta. A análise concentrou-se na compreensão dos mecanismos de linguagem subjacentes ao uso da marca porque. Esses mecanismos constituem invariantes que são responsáveis pelo uso empírico da marca, tanto nas orações coordenadas quanto nas orações subordinadas. O trabalho questiona os métodos escolares vigentes para o ensino das conjunções, os quais se restringem ao aprendizado da nomenclatura gramatical. Esta tese defende a idéia de que as conjunções - e outro conceitos gramaticais - podem ser apreendidos com mais eficiência se ensinados por meio de atividades epilingüísticas. Com base no exemplo de análise da marca porque, o estudo propõe algumas atividades que incentivam o trabalho epilingüístico para o aprendizado das conjunções. / Abstract: This paper presents a proposal of relation between linguistic analysis and the educative practicals. The analysis is based on Antoine Culioli’s theory. Culioli shows, in his theory, some studies about the Predicative and Enunciative Operations. The main object of this analysis is the mark "porque" used by students and it was collected on brazilian school texts. In a first moment, this paper realizes a critical studies about the mark "porque" and, the goal of these studies is the description and the classification of their uses. In a seconde moment, from the perspective of Culioli’s theory, the brazilian school texts were studied. The analysis concentrades in the understanding the uses of language mechanisms presents when a speaker uses the mark "porque". These language mechanisms are not variable and they are responsable by the real use of the mark "porque" on the coordenate clauses and subordinated clauses. The work questions the educational methods used on the schools to learn the conjunction, because the educational methods learn, only, grammatical nomenclature. However, this paper shows that conjunctions and other grammatical concepts can be learned, with more efficiency, using to this the epilinguistic work to the learning of the conjunctions. This study proposes some activities that encourage the epilinguistic work to the learning of the conjunction throught the examples of the analyses of the mark "porque". / Doutor

M.A. (African Languages) / Please refer to full text to view abstract

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國立政治大學英國語文學系在職碩士班 碩士論文提要 論文名稱：台灣高中生英文寫作中連接詞使用之研究 指導教授：尤雪瑛博士 研究生：洪孟芬 論文提要內容： 本研究旨在分析高中生在英文寫作中如何使用連接詞，並對學生使用連接詞的誤用現象加以分析，以期了解學生使用連接詞的原則。本研究採用Halliday and Hasan的連接詞分類法，並對中、英文的連接詞加以對比分析，從中發現中英文連接詞的相異及相同點，及可能造成學生混淆的問題。本研究以兩階段驗證假設。第一階段以192篇的學生作文為分析樣本，第二階段以問卷從中發現學生使用連接詞的困難。 本研究採用質的分析方法，分析內容涵蓋：在學生作文中（一） 連接詞的誤用狀況（二）影響學生使用連接詞的因素。 本研究結果如下：學生在使用連接詞時，會受到本身母語的影響，造成某些連接詞的使用錯誤。而中、英語連接詞本身的複雜性，易造成學生的使用困難。 本研究最後提出在英語教學上的建議：在課堂上教導連接詞時，應加強語意方面的探討，並訓練學生正確文句之間的邏輯關係。 / ABSTRACT This study aims to investigate the use of conjunctions in English compositions written by senior high school students in Taiwan. Its purpose is to discuss senior high school students’ performance in using conjunctions, to discover common errors made by students, to find out possible explanations for students’ errors, and to provide teachers implications of how to reduce learners’ errors in English composition teaching. In this study, Halliday & Hasan’s taxonomy of English conjunctions and a contrastive analysis of English and Chinese conjunctions are provided as the basis. Those potential problems in using English conjunctions for Chinese ESL learners are predicted and tested. There are two stages of verification precedure. The predictions are first verified with a data corpus totaled 192 written texts, which are collected from Bai-ling senior high school in Taiwan. Then, a questionnaire is used to reexamine and confirm most of the predictions between English and Chinese conjunctions. The study reveals that Taiwan senior high school students do receive certain influence from their first language--Chinese. Consequently, the outcome is regarded as capable of rendering valuable implications for ESL teachers and learners as well as researchers.

本研究旨在探討連接詞對台灣高職生英文閱讀理解的影響，分別從以下兩方面來探討：一、連接詞是否對閱讀理解有幫助？二、那些類的連接詞較簡單？哪些類較困難？ 總共有七十五位高職生參與本實驗研究，他們共接受了「有」、「無」連接詞兩種版本的閱讀測驗，以及一個克漏字測驗，所收集的資料更進一步分為高低程度來探討，並加以統計的方式分析。 結果顯示連接詞在英文閱讀理解上的確有正面的影響，然而，高程度組在整篇文章的文意的理解上受益較大，相反地，低程度組則在細節的了解上所獲得的幫助較多，此發現說明了高程度的學生所採取的閱讀方式為「由上往下」，而低程度的學生則採取「由下往上」的方式。本研究也發現了在連接詞本身的理解上，由簡單到困難的順序為：遞增類(additive)、時間類(temporal)、轉折類(adversative)、 因果類(causal)，此順序沒有高低程度的不同，表示語言本身句型結構的難易與相對的認知困難度才是決定此順序的關鍵。同時，越簡單的連接詞，如：遞增類，高低程度學生的表現差異越大，而最困難的連接詞：因果類，高低程度學生的表現並無不同。最後，錯誤分析發現了高程度的學生對自己選擇的答案較有自信，而低程度的學生則傾向用遞增類來取代其他類的連接詞。 / This present study aims to investigate the influence of logical conjunctions on Taiwanese vocational high school students’ English reading comprehension. It mainly discusses whether logical conjunctions play a facilitating role as well as determines what types of logical relations are more challenging and what types are easier. This study adopted an experimental design. A total of 75 EFL students participated in the experiment. They received two versions of reading comprehension tests: texts with / without logical conjunctions first and then a cloze test. The data collected from the high and low groups were compared and analyzed statistically. The results confirm the effects of conjunctions and the sequence of comprehension difficulty among the four types of relations. Logical conjunctions are facilitating in EFL students’ reading comprehension. They are beneficial to the high group in overall comprehension of the texts while they are more helpful to the low group in the understanding of detailed information. This finding suggests that higher achievers adopt a more top-down approach in reading whereas lower achievers adopt a more bottom-up approach. As for the sequence of comprehension difficulty, the results revealed an ascending difficulty order: additive, temporal, adversative, and causal conjunctions. The fact that no different order was found between the high and low groups suggests that linguistic complexity and cognitive processing difficulty are more likely the causes of this order instead of language proficiency. Also, it is found that the gap between the two groups is becoming widened as the difficulty level is decreasing. For example, the high group performed much better than the low group in additive conjunctions, but it performed as poorly as the low group did in causal ones. Finally, error analysis also discovered that higher achievers are more confident and capable in choosing their own answers while lower achievers tend to substitute additive conjunctions for the other ones.

Upon entering tertiary education students have to undergo development with regard to the way in which information is gathered, processed and produced because the academic context (secondary environment) is different to the primary context in so many ways. Students have to acquire the identity or discourse of the secondary environment, in other words they must learn how to behave, interact, believe, speak, read and write in an academic way (Gee, 1996:viii). When students have acquired the identity of the secondary environment they are well on their way to a successful academic career. The choice has been made to focus on one component of identity, namely reading, and specifically academic reading. The latter concept is defined as the process to accept, reject and synthesize incoming information from various sources – the guiding principle in this process is the aim of theorizing. It was found that comprehension of the semantics and function of conjunction markers played an important role in the academic reading process. And that the cloze test is a good method to teach comprehension of conjunction markers. The aim of the current study is to establish whether the use of cloze tests, focused on conjunction markers, will improve academic reading comprehension, within the framework of academic literacy. The empirical research was conducted amongst first year students at the North-West University, Vaal Triangle Campus. Participants were selected using the following criteria: they had AGLA111 and they were first year students during 2008-2010. As basis for this research a pretest-posttest control group experimental design was used. The nature of this research is quantitative and a null-hypothesis (H0) was formulated: cloze tests as a teaching method will not improve reading comprehension. Six sets of data were used for this investigation: the January 2008 results, the June 2008 results, the January 2009 results, the June 2009 results, the January 2010 results and the June 2010 results. These sets of data were compared using independent t-tests to establish whether the means were statistically significant. The sets of data were compared looking at - the TAG as a whole and - only the questions that involved conjunction markers. The test in January is written before students commence with their studies and the test in June is written after they have received intervention by way of the academic literacy module. The only intervention in 2008 was the standard academic literacy module – this group serves as the control group. During 2009, besides the standard intervention, students underwent five weeks of cloze tests with conjunction markers as focus – this was the pilot study. The experimental group which had standard intervention as well as nine weeks of cloze tests, was the group of 2010. The results of the experiment show that the effect size was big with regard to the results of the TAG as a whole and medium with regards to the questions that involve conjunction markers. The results were statistically significant in both cases and the mean of the post tests were higher in each event. The finding is that cloze test training focussed on conjunction markers is a good method for improving academic reading comprehension, but more research is still necessary. / MA (Afrikaans en Nederlands), North-West University, Vaal Triangle Campus, 2014

The main aim of this research was to investigate the mechanism of cavitation in conforming and partially conforming tribological conjunctions. The effect of cavitation on load carrying capacity and frictional performance of is also investigated. This is important with regards to fuel efficiency in internal combustion (IC) engines. Friction accounts for 15–20% of IC engine losses. The piston–cylinder system contributes to 40–50% of these, with the compression ring(s) being responsible for most of this. This is because the primary function of the ring is to seal the combustion chamber, thus small emerging gaps lead to increased friction. In fact, compression ring(s) expend 3–5% of engine input fuel energy. The share of frictional losses of engine bearings is approximately 20–25%. Traditionally, prediction of performance of tribological conjunctions has been studied using Reynolds equation. When the effect of cavitation is considered, various cavitation algorithms with associated boundary conditions for lubricant rupture and reformation are proposed. These include Elrod, and Elrod and Coyne algorithms, as well as boundary conditions such as Swift-Stieber, JFO and Prandtl-Hopkins. There are a number of assumptions embodied in these approaches, as well as the use of Reynolds equation itself. These approaches do not uphold the continuity of mass and momentum in multi-phase flow, in cavitation beyond the lubricant film rupture. A detailed methodology for multi-phase flow, comprising simultaneous solution of Navier-Stokes, energy and lubricant rheological state equations is developed.

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