Made available in DSpace on 2014-06-11T19:25:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-01-15Bitstream added on 2014-06-13T18:53:29Z : No. of bitstreams: 1 manfio_ak_me_assis.pdf: 1042336 bytes, checksum: 8d1c2f30c20e568ef5a5974b7c2eb6ce (MD5) / O objeto de estudo desta pesquisa é o uso dos conectores discursivos nas produções escritas de aprendentes universitários, falantes de Português Brasileiro, alunos do Curso de Letras que estudam formalmente o Espanhol como Língua Estrangeira há 1 ano e 6 meses. Pretendemos perscrutar o uso correto e incorreto dos conectivos, nesses textos, para conhecer as dificuldades enfrentadas pelos estudantes no processo de aquisição/aprendizagem de uma Língua Estrangeira tão próxima à sua Língua Materna. Os dados que conformam o corpus de investigação são descritos e analisados por meio do modelo de pesquisa da Análise de Erros, fundamentado pela Pragmática e pela Análise do Discurso. Foram examinados 36 textos de 6 sujeitos, amostra representativa de 130 produções dos informantes com idade entre 19 e 35 anos. Trata-se de um estudo sincrônico, longitudinal e seccional por amostragem que acompanhou os participantes do 3º ao 4º ano do Curso de Letras de uma universidade pública de Mato Grosso do Sul, ofertado na cidade de Dourados. / The objective of study of this research is the use of the discourse connectors in writing productions of university learners, Brazilian Portuguese speakers, students from Letters Course who formally are studying Spanish as a foreign language for a year and a half. We objectified to investigate the correct and incorrect use of the connectives in those texts to recognize the difficulties faced by the students in the process of acquisition/learning of a so close foreign language of their native language. The data which conform the corpus of the investigation are described and analyzed through the pattern of research on Errors Analysis, well-founded by the Pragmatic and the Discourse Analysis. The representative cast of 130 productions by informers with the ages between 19 and 35, were analyzed 36 texts with 6 subjects. This is a matter of a longitudinal synchronous study through the sampling which went along with the announcers from junior and senior of the Letters Course of a public university in Mato Grosso do Sul, offered by the City of Dourados.

Notre communication vise à mettre en lumière les erreurs des apprenants universitaires libyens de français à l’écrit. A cette fin nous nous proposons d’analyser les erreurs relevées de leurs productions écrites. Nous avons conçu notre méthode de collecte des données dans la perspective d’étudier d’abord les erreurs produites par les apprenants libyens -ce qui devrait permettre de mettre en lumière leurs points faibles- et de tenter ensuite de proposer des remédiations. Notre corpus est constitué de 127 textes écrits par des étudiants libyens qui traitent trois sujets différents. Notre contribution vise à analyser les erreurs quantitativement et qualitativement, à caractériser les non-erreurs également et à expliquer ces deux types de phénomènes. Finalement, nous nous efforcerons de proposer des moyens de remédier à leurs erreurs et de suggérer des solutions pour que les apprenants et les enseignants les évitent. / Our paper aims to highlight the errors in writing of Libyan learners of French at the Libyan university. To this end we propose an analysis of their errors in the written productions. We designed our method of data collection so as to be able to study first the errors produced by learners Libyan-which will highlight their weaknesses, and then try to offer remediation.Our corpus consists of 127 texts written by Libyan students dealing with three different subjects.Our contribution is to analyze the errors qualitatively and quantitatively, characterize the non-errors and also explain these two types of phenomena.Finally, we will try to suggest ways to correct the mistakes and suggest solutions for learners and teachers.

Le présent travail tente de donner une explication aux difficultés que rencontrent les apprenants gabonais dans l’apprentissage de l’espagnol, langue étrangère. Dans son développement, cette thèse dresse un panorama sur la situation socio-linguistique du Gabon, sur les concepts langue maternelle, langue étrangère et sur les modèles d’analyse: Analyse Contrastive, Analyse des erreurs et Interlangue. Cette thèse donne aussi une vision des trois langues, l’espagnol, le français et le punu comme des systèmes autonomes, avec des caractéristiques propres qui présentent certaines similitudes. A partir des productions écrites des élèves de troisième et terminale, cette thèse propose d’analyser les interférences produites par les apprenants. Un échantillon de 100 copies des devoirs a constitué l’outil de cette étude. Au travers de ces productions, nous avons répertorié deux types d’erreurs : interlinguales et intralinguales. Les premières proviennent du contact du français avec l’espagnol, et les secondes de la langue espagnole. Cette étude aboutit à un travail indispensable : donner des propositions pour l’amélioration de l’enseignement/apprentissage par l’approche des tâches en centrant l’enseignement/apprentissage sur l’élève. / This present work tries to give an explanation to difficulties that meet the gabonese learners in learning spanish, foreign language. In its development, this thesis draws up a panorama on the situation socio-linguistic of Gabon, on the concepts mother tongue, foreign language and on the models of analysis: Contrastive Analysis, errors Analisis and Interlanguage. This thesis gives also a vision of the three languages, Spanish, French and punu like autonomous systems, with particular characteristics which present certain similarities. From the written productions of the pupils of third and terminal, this thesis proposes to analyze the interferences produced by learners. A sample of 100 copies of duties has constituted the tool of this study. Through these productions, we have identified two types of errors: interlingual and intralingual. The first come from the contact of french with the Spanish, and the seconds of the Spanish language. This study leads to an essential work: to give proposals for the improvement of teaching/learning by the approach of tasks in focusing teaching/learning on the pupil.

Orientador: Ester Myrian Rojas Osorio / Banca: Ana Mariza Benedetti / Banca: Maria de Lourdes Otero Brabo Cruz / Resumo: O objeto de estudo desta pesquisa é o uso dos conectores discursivos nas produções escritas de aprendentes universitários, falantes de Português Brasileiro, alunos do Curso de Letras que estudam formalmente o Espanhol como Língua Estrangeira há 1 ano e 6 meses. Pretendemos perscrutar o uso correto e incorreto dos conectivos, nesses textos, para conhecer as dificuldades enfrentadas pelos estudantes no processo de aquisição/aprendizagem de uma Língua Estrangeira tão próxima à sua Língua Materna. Os dados que conformam o corpus de investigação são descritos e analisados por meio do modelo de pesquisa da Análise de Erros, fundamentado pela Pragmática e pela Análise do Discurso. Foram examinados 36 textos de 6 sujeitos, amostra representativa de 130 produções dos informantes com idade entre 19 e 35 anos. Trata-se de um estudo sincrônico, longitudinal e seccional por amostragem que acompanhou os participantes do 3º ao 4º ano do Curso de Letras de uma universidade pública de Mato Grosso do Sul, ofertado na cidade de Dourados. / Abstract: The objective of study of this research is the use of the discourse connectors in writing productions of university learners, Brazilian Portuguese speakers, students from Letters Course who formally are studying Spanish as a foreign language for a year and a half. We objectified to investigate the correct and incorrect use of the connectives in those texts to recognize the difficulties faced by the students in the process of acquisition/learning of a so close foreign language of their native language. The data which conform the corpus of the investigation are described and analyzed through the pattern of research on Errors Analysis, well-founded by the Pragmatic and the Discourse Analysis. The representative cast of 130 productions by informers with the ages between 19 and 35, were analyzed 36 texts with 6 subjects. This is a matter of a longitudinal synchronous study through the sampling which went along with the announcers from junior and senior of the Letters Course of a public university in Mato Grosso do Sul, offered by the City of Dourados. / Mestre

Bretas et al. (2009) prova matematicamente, e através da interpretação geométrica, que o erro de medida se divide em componentes detectáveis e não-detectáveis. Demonstra ainda que as metodologias até então utilizadas, para o processamento de Erros Grosseiros (EGs), consideram apenas a componente detectável do erro. Assim, dependendo da amplitude das componentes do erro, essas metodologias podem falhar. Face ao exposto, neste trabalho é proposto uma nova metodologia para processar as medidas portadoras de EGs. Essa proposição será obtida decompondo o erro da medida em duas componentes: a primeira, é ortogonal ao espaço da imagem da matriz jacobiana cuja amplitude é igual ao resíduo da medida, a outra, pertence ao espaço da imagem da matriz jacobiana e que, por conseguinte, não contribui para o resíduo da medida. A relação entre a norma dessas componentes, aqui denominado Índice de Inovação (II), prevê uma nova informação, isto é, informação não contida nas outras medidas. Usando o II, calcula-se um valor limiar (TV) para cada medida, esse limiar será utilizado para inferir se a medida é ou não suspeita de possuir EG. Em seguida, com as medidas suspeitas em mãos, desenvolve-se um índice de filtragem (FI) que será utilizado para identificar qual daquelas medidas tem maior probabilidade de possuir EG. Os sistemas de 14 e 30 barras do IEEE, e o sistema sul reduzido do Brasil de 45 barras, serão utilizados para mostrar a eficiência da metodologia proposta. Os testes realizados com os sistemas acima são: i) O teste de nível de detecção de EG, que consisti em encontrar o valor mínimo de EG que seja detectado usando o TV da medida; ii) O teste onde é adicionado EG de 10 desvios padrões em cada medida, uma por vez, nesse teste o FI da medida é usado para identificar qual medida possui o erro, em seguida à medida com erro é corrigida através do erro normalizado composto (ENC); iii) O teste de EG simples. / Bretas et al. (2009) has proved, using geometric background, that the measurement error can be decomposed into two components the detectable and the undetectable component respectively. Bretas has also demonstrated that the current methodologies used for processing of gross errors (GE), consider only the detectable component of the error. Thus, depending on the magnitude of the undetectable error components, such methods may fail. Given the above explanation, in this work a new methodology for processing the measurements with GE is proposed. This proposition is obtained by decomposing each measurement error into two components: the first, orthogonal to the Jacobian range space, whose magnitude is equal to the measurement residual and the other contained in that space, which does not contribute to the measurement residual. The ratio between the norms of those components was proposed as the measurement Innovation Index (II) which provides the new information a measurement contains regarding the other measurements. Using the II, a threshold value (TV) for each measurement is computed so that one can declare a measurement suspicious of having a GE. Then a filtering index (FI) is proposed to filter up, from the suspicious measurements, the one that has more chances of containing a GE. The IEEE-14 bus system, IEEE-30 bus system, and reduced 45-bus power system of south of Brazil, will be used to demonstrate the accuracy and efficiency of the proposed methodology. Tests conducted with the above systems were: i) The level test for GE detection, which consists in finding the minimum GE value in order it can be detected using the measurement TV; ii) The test where GE of 10 standard deviations is added to each measurement, once at a time, and using the measurement FI to identify which measurement has the error ant the using the composed measurement error (CNE) to correct measurement value; iii) The GE simple test.

Bretas et al. (2009) prova matematicamente, e através da interpretação geométrica, que o erro de medida se divide em componentes detectáveis e não-detectáveis. Demonstra ainda que as metodologias até então utilizadas, para o processamento de Erros Grosseiros (EGs), consideram apenas a componente detectável do erro. Assim, dependendo da amplitude das componentes do erro, essas metodologias podem falhar. Face ao exposto, neste trabalho é proposto uma nova metodologia para processar as medidas portadoras de EGs. Essa proposição será obtida decompondo o erro da medida em duas componentes: a primeira, é ortogonal ao espaço da imagem da matriz jacobiana cuja amplitude é igual ao resíduo da medida, a outra, pertence ao espaço da imagem da matriz jacobiana e que, por conseguinte, não contribui para o resíduo da medida. A relação entre a norma dessas componentes, aqui denominado Índice de Inovação (II), prevê uma nova informação, isto é, informação não contida nas outras medidas. Usando o II, calcula-se um valor limiar (TV) para cada medida, esse limiar será utilizado para inferir se a medida é ou não suspeita de possuir EG. Em seguida, com as medidas suspeitas em mãos, desenvolve-se um índice de filtragem (FI) que será utilizado para identificar qual daquelas medidas tem maior probabilidade de possuir EG. Os sistemas de 14 e 30 barras do IEEE, e o sistema sul reduzido do Brasil de 45 barras, serão utilizados para mostrar a eficiência da metodologia proposta. Os testes realizados com os sistemas acima são: i) O teste de nível de detecção de EG, que consisti em encontrar o valor mínimo de EG que seja detectado usando o TV da medida; ii) O teste onde é adicionado EG de 10 desvios padrões em cada medida, uma por vez, nesse teste o FI da medida é usado para identificar qual medida possui o erro, em seguida à medida com erro é corrigida através do erro normalizado composto (ENC); iii) O teste de EG simples. / Bretas et al. (2009) has proved, using geometric background, that the measurement error can be decomposed into two components the detectable and the undetectable component respectively. Bretas has also demonstrated that the current methodologies used for processing of gross errors (GE), consider only the detectable component of the error. Thus, depending on the magnitude of the undetectable error components, such methods may fail. Given the above explanation, in this work a new methodology for processing the measurements with GE is proposed. This proposition is obtained by decomposing each measurement error into two components: the first, orthogonal to the Jacobian range space, whose magnitude is equal to the measurement residual and the other contained in that space, which does not contribute to the measurement residual. The ratio between the norms of those components was proposed as the measurement Innovation Index (II) which provides the new information a measurement contains regarding the other measurements. Using the II, a threshold value (TV) for each measurement is computed so that one can declare a measurement suspicious of having a GE. Then a filtering index (FI) is proposed to filter up, from the suspicious measurements, the one that has more chances of containing a GE. The IEEE-14 bus system, IEEE-30 bus system, and reduced 45-bus power system of south of Brazil, will be used to demonstrate the accuracy and efficiency of the proposed methodology. Tests conducted with the above systems were: i) The level test for GE detection, which consists in finding the minimum GE value in order it can be detected using the measurement TV; ii) The test where GE of 10 standard deviations is added to each measurement, once at a time, and using the measurement FI to identify which measurement has the error ant the using the composed measurement error (CNE) to correct measurement value; iii) The GE simple test.

The main aim of the study was (1) to identify errors committed by learners in financial mathematics and (2) to understand why learners continue to make such errors so that mechanisms to avoid such errors could be devised. The following has been hypothesised; (1) errors committed by learners are not impact upon by language difficulties, (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, (3) errors committed by learners in financial mathematics are not due to the application of irrelevant rules and strategies. Having used Polya’s problem-solving techniques, Threshold Concept and Newman’s Error Analysis as the theoretical frameworks for the study, a four-point Likert scale and three content-based structured-interview questionnaires were developed to address the research questions. The study was conducted by means of a case study guided by the positivists’ paradigm where the research sample comprised of 105 Grade-10 Mathematics Literacy learners as respondents. Four sets of structured-interview questionnaires were used for collecting data, aimed at addressing the main objective of the study. In order to test the reliability and consistency of the questionnaires for this study, Cronbach’s Alpha was calculated for standardised items (α = 0.705). Content analysis and correlation analysis were employed to analyse the data. The three hypotheses of this study were tested using the ANOVA test and hence revealed that, (1) errors committed by learners in financial mathematics are not due to language difficulties, as all the variables illustrated a statistical non-significance (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, as the majority of the variables showed non-significance and (3) errors committed by learners in financial mathematics were due to the application of irrelevant rules and strategies, as 66.7% of the variables illustrated a statistical significance to the related research question.

Na tentativa de contornar os problemas ainda existentes para a detecção e identificação de erros grosseiros (EGs) no processo de estimação de estado em sistemas elétricos de potência (EESEP), realiza-se, neste trabalho, uma análise da formulação dos estimadores aplicados a sistemas elétricos de potência, em especial, o de mínimos quadrados ponderados, tendo em vista evidenciar as limitações dos mesmos para o tratamento de EGs. Em razão da dificuldade de detectar EGs em medidas pontos de alavancamento, foram também analisadas as metodologias desenvolvidas para identificação de medidas pontos de alavancamento. Através da formulação do processo de EESEP como um problema de álgebra linear, demonstra-se o porquê da impossibilidade de detectar EGs em determinadas medidas redundantes, sendo proposto, na seqüência, um método para identificação de medidas pontos de alavancamento. Para reduzir os efeitos maléficos dessas medidas no processo de EESEP verifica-se a possibilidade de aplicar outras técnicas estatísticas para o processamento de EGs, bem como técnicas para obtenção de uma matriz de ponderação adequada. / To overcome the problems still existent for gross errors (GEs) detection and identification in the process of power system state estimation (PSSE), the formulations of the estimators applied to power systems are analyzed, specially, the formulation of the weighted squares estimator. These analyses were performed to show the limitations of these estimators for GEs processing. As leverage points (LP) represent a problem for GEs processing, methodologies for LP identification were also verified. By means of the linear formulation of the PSSE process, the reason for the impossibility of GEs detection in some redundant measurements is shown and a method for LP identification is proposed. To minimize the bad effects of the LP to the PSSE process, the possibility of applying other statistic techniques for GEs processing, as well as techniques to estimate an weighting matrix are also analyzed.

Le présent travail est encadré dans le domaine de la linguistique appliquée de l'espagnol comme langue étrangère (ELE), et plus spécifiquement dans l'enseignement du genre grammatical en ELE. Notre intérêt en tant que enseignants c’est de pouvoir établir une méthode fiable selon les critères du Plan curricular de l'Institut Cervantès et la technique du consciousness-raising, ainsi que élaborer des activités destinées à l'enseignement du genre grammatical dans la classe d’ELE. L'enseignement d'ELE au Québec suit les mêmes méthodes qu'en Europe. En ce qui concerne l'enseignement du genre grammatical, les études consultées ratifient le manque d'instruction pertinente à propos du genre grammatical, ainsi que la difficulté dans la concordance même dans des niveaux avancés. Cependant, l'analyse de manuels d'ELE utilisés dans les diverses institutions de Montréal permet de conclure que ceux-ci ne suivent pas les règles établies par le Plan curricular en ce qui concerne l'enseignement du genre. Pour vérifier ces faits un travail de champ a été mis en place avec 84 étudiants et étudiantes de six institutions de Montréal pendant deux mois et deux semaines. Les résultats de la recherche et l'analyse d'erreurs nous montrent qu’il y a des problèmes avec le genre grammatical chez les étudiants de niveau intermédiaire et que les erreurs ne disparaissent pas avec les activités de renfort créées. Il est donc nécessaire d’adopter une méthode plus appropriée à l'apprentissage du genre grammatical dans une classe d’ELE et la présence du professeur pour la présenter. En effet, l'exécution d'activités créées n'est pas suffisant, car bien que les résultats montrent un léger progrès dans le cas du groupe B, ou d’expérience, en comparaison au groupe A, ou de control, on a constaté qu’une instruction formelle aurait entrainé un meilleur et plus complet apprentissage du genre grammatical dans le cas de nos étudiants; de là la nécessité d'établir une méthode fiable pour son enseignement. / The present work is part of the applied linguistics area; it particularly focuses on the methodology of teaching the grammatical gender in TSFL. Our interest as a teacher is to put together a reliable method, under the criteria of the Plan curricular of the Cervantes Institute and the technique of the consciousness-raising, also to elaborate activities for the teaching of the grammatical gender in Spanish as a Foreign Language SFL class. SFL is thought in Quebec with the same methods as those used in Europe. In regards to the grammatical gender, the consulted studies show the lack of pertinent instruction of the grammatical gender, as well as the difficulty in the assignment of the concordance in advanced levels. The analysis of SFL's manuals used in the diverse institutions of Montreal confirms that they do not follow the guidelines established by the Plan curricular. To verify these facts a two months and two weeks long fieldwork was carried out with 84 students. The students came from six different institutions of Montreal and were, therefore, divided in groups. The research’s results and the Errors’ Analysis confirm the existence of the grammatical gender problems in the students of intermediate level. Furthermore, the research shows that these mistakes do not disappear with reinforcement activities designed. In fact, it is necessary to adopt a method specifically adjusted to the learning of the grammatical gender in a SFL's class. Just as the method, the teacher should take a specific posture when teaching the grammatical gender. As shown by the results of the investigation, the execution of activities is not sufficient. The data demonstrate that the group B - categorized as of experience- has a slight progress in comparison to group A - control. Such results indicate that the formal instruction would have led to a better and more complete learning of the grammatical gender, hence the need to gather a reliable method of teaching. / El presente trabajo se enmarca dentro de la lingüística aplicada, y más específicamente dentro de la enseñanza del género gramatical en ELE. Nuestro interés como docente es poder armar un método confiable, bajo los criterios del Plan curricular del Instituto Cervantes y la técnica del consciousness-raising, y elaborar actividades para la enseñanza del género en clase de ELE. La enseñanza de ELE en Quebec sigue los mismos métodos que en Europa. En cuanto a la enseñanza del género gramatical, los estudios consultados muestran tanto la falta de instrucción pertinente sobre el género gramatical, como la dificultad en la asignación de la concordancia en niveles avanzados. El análisis de manuales de ELE utilizados en las diversas instituciones de Montreal confirma que no siguen las pautas establecidas por el Plan curricular. Para comprobar estos hechos se llevó a cabo un trabajo de campo con 84 estudiantes, divididos en grupos, de seis instituciones de Montreal durante dos meses y dos semanas. Los resultados de la investigación y el análisis de errores nos muestran que existen problemas de género gramatical en los estudiantes de nivel intermedio y que los errores no desaparecen solo con las actividades de refuerzo diseñadas, es necesario un método más adecuado para el aprendizaje del género gramatical en clase de ELE y la figura del profesor para presentarlo. En efecto, la ejecución de las actividades no es suficiente, pues aunque los resultados del grupo B o de experiencia exhiben un ligero progreso en comparación a los del grupo A o de control, se constata que la instrucción formal hubiera conducido a un mejor y más completo aprendizaje del género gramatical por parte de los estudiantes de la muestra; de ahí la necesidad de armar un método confiable para su enseñanza.

Le présent travail est encadré dans le domaine de la linguistique appliquée de l'espagnol comme langue étrangère (ELE), et plus spécifiquement dans l'enseignement du genre grammatical en ELE. Notre intérêt en tant que enseignants c’est de pouvoir établir une méthode fiable selon les critères du Plan curricular de l'Institut Cervantès et la technique du consciousness-raising, ainsi que élaborer des activités destinées à l'enseignement du genre grammatical dans la classe d’ELE. L'enseignement d'ELE au Québec suit les mêmes méthodes qu'en Europe. En ce qui concerne l'enseignement du genre grammatical, les études consultées ratifient le manque d'instruction pertinente à propos du genre grammatical, ainsi que la difficulté dans la concordance même dans des niveaux avancés. Cependant, l'analyse de manuels d'ELE utilisés dans les diverses institutions de Montréal permet de conclure que ceux-ci ne suivent pas les règles établies par le Plan curricular en ce qui concerne l'enseignement du genre. Pour vérifier ces faits un travail de champ a été mis en place avec 84 étudiants et étudiantes de six institutions de Montréal pendant deux mois et deux semaines. Les résultats de la recherche et l'analyse d'erreurs nous montrent qu’il y a des problèmes avec le genre grammatical chez les étudiants de niveau intermédiaire et que les erreurs ne disparaissent pas avec les activités de renfort créées. Il est donc nécessaire d’adopter une méthode plus appropriée à l'apprentissage du genre grammatical dans une classe d’ELE et la présence du professeur pour la présenter. En effet, l'exécution d'activités créées n'est pas suffisant, car bien que les résultats montrent un léger progrès dans le cas du groupe B, ou d’expérience, en comparaison au groupe A, ou de control, on a constaté qu’une instruction formelle aurait entrainé un meilleur et plus complet apprentissage du genre grammatical dans le cas de nos étudiants; de là la nécessité d'établir une méthode fiable pour son enseignement. / The present work is part of the applied linguistics area; it particularly focuses on the methodology of teaching the grammatical gender in TSFL. Our interest as a teacher is to put together a reliable method, under the criteria of the Plan curricular of the Cervantes Institute and the technique of the consciousness-raising, also to elaborate activities for the teaching of the grammatical gender in Spanish as a Foreign Language SFL class. SFL is thought in Quebec with the same methods as those used in Europe. In regards to the grammatical gender, the consulted studies show the lack of pertinent instruction of the grammatical gender, as well as the difficulty in the assignment of the concordance in advanced levels. The analysis of SFL's manuals used in the diverse institutions of Montreal confirms that they do not follow the guidelines established by the Plan curricular. To verify these facts a two months and two weeks long fieldwork was carried out with 84 students. The students came from six different institutions of Montreal and were, therefore, divided in groups. The research’s results and the Errors’ Analysis confirm the existence of the grammatical gender problems in the students of intermediate level. Furthermore, the research shows that these mistakes do not disappear with reinforcement activities designed. In fact, it is necessary to adopt a method specifically adjusted to the learning of the grammatical gender in a SFL's class. Just as the method, the teacher should take a specific posture when teaching the grammatical gender. As shown by the results of the investigation, the execution of activities is not sufficient. The data demonstrate that the group B - categorized as of experience- has a slight progress in comparison to group A - control. Such results indicate that the formal instruction would have led to a better and more complete learning of the grammatical gender, hence the need to gather a reliable method of teaching. / El presente trabajo se enmarca dentro de la lingüística aplicada, y más específicamente dentro de la enseñanza del género gramatical en ELE. Nuestro interés como docente es poder armar un método confiable, bajo los criterios del Plan curricular del Instituto Cervantes y la técnica del consciousness-raising, y elaborar actividades para la enseñanza del género en clase de ELE. La enseñanza de ELE en Quebec sigue los mismos métodos que en Europa. En cuanto a la enseñanza del género gramatical, los estudios consultados muestran tanto la falta de instrucción pertinente sobre el género gramatical, como la dificultad en la asignación de la concordancia en niveles avanzados. El análisis de manuales de ELE utilizados en las diversas instituciones de Montreal confirma que no siguen las pautas establecidas por el Plan curricular. Para comprobar estos hechos se llevó a cabo un trabajo de campo con 84 estudiantes, divididos en grupos, de seis instituciones de Montreal durante dos meses y dos semanas. Los resultados de la investigación y el análisis de errores nos muestran que existen problemas de género gramatical en los estudiantes de nivel intermedio y que los errores no desaparecen solo con las actividades de refuerzo diseñadas, es necesario un método más adecuado para el aprendizaje del género gramatical en clase de ELE y la figura del profesor para presentarlo. En efecto, la ejecución de las actividades no es suficiente, pues aunque los resultados del grupo B o de experiencia exhiben un ligero progreso en comparación a los del grupo A o de control, se constata que la instrucción formal hubiera conducido a un mejor y más completo aprendizaje del género gramatical por parte de los estudiantes de la muestra; de ahí la necesidad de armar un método confiable para su enseñanza.