Orientador: Sylvia Bueno Terzi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-09T00:02:05Z (GMT). No. of bitstreams: 1 Seabra_Denise_M.pdf: 2545356 bytes, checksum: e41fa1b7cda5485ede8ae2a157b10305 (MD5) Previous issue date: 2007 / Resumo: Neste estudo, examina-se a sócio-construção da leitura em sala de aula de língua estrangeira a partir de pressupostos dos Novos Estudos do Letramento - NLS (Street 1984, Barton 1994) relacionando-a à situação de letramento dos sujeitos pesquisados. Nessa perspectiva, considera-se a leitura como uma prática de letramento (Barton, 1994), tomando-se como objeto de análise os modos socioculturais gerais de usar a leitura e escrita que os participantes produzem num evento de letramento (Heath, 1983). A pesquisa caracteriza-se como um estudo de caso que adota parâmetros de coleta e análise dentro de um quadro interpretativo. Trata-se de um instrumental que permite dar conta de responder às necessidades de construção, análise e interpretação dos dados e aos processos de interesse desta pesquisa. O estudo foi realizado em um Instituto de Idiomas localizado no interior de São Paulo, durante curso de inglês de nível intermediário, ministrado por esta professora-pesquisadora, tendo como sujeitos-focais quatro aprendizes-adultos com letramento escolar de nível superior em diferentes áreas do conhecimento. De acordo com os dados analisados foi possível identificar que, por estabelecerem uma relação profunda com a escrita e seus usos sociais, os alunos conseguem interpretar textos escritos construindo sentidos que não estão ligados estritamente ao nível lingüístico, mas constituídos em nível sociocultural, ou seja, inseridos em um contexto sócio histórico determinado / Abstract: This study examines the social construction of reading during a foreign language class from the perspective of the New Literacy Studies (Street 1984, Barton 1994) and relating this social construction to the literacy background of the participants. According to this perspective, reading is considered as a literacy practice (Barton, 1994) and the focus is on social and cultural ways in which reading and writing are used as tools during a literacy event (Heath, 1983). A case study was conducted using an interpretative framework for both, the data collection and the analysis, due to the fact that we considered it to be a tool which would meet the needs of construction, analysis and interpretation of the data and the interests of this research. The study was carried out in a Language Institute located in São Paulo state during an Intermediate Level English course. The researcher, who was also the teacher during this course, had four students as participants, each one of them with a bachelor degree in a different area of expertise. According to the analysis of the data, it was possible to identify that these participants had established a very deep relationship with the social uses of written language which made possible for them to interpret written texts going beyond the linguistic level, being able to build meaning and situating this meaning socially and historically / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

In this qualitative study based on constructivist learning theory, nine intermediate level university students of German were observed as they read foreign language texts on the Internet. Through observations, as well as think-aloud protocols and semi-structured interviews, the study identified Internet reading strategies the students used, and determined the difficulties they encountered in Internet reading activities. The observed strategies were related to four different types of reading tasks the students had to complete and to the language levels of the students. The four task types included: (a) scanning for specific information, (b) skimming and summary writing, (c) detailed reading and text comparison, and (d) observing linguistic phenomena in a text. The research questions arose from the observation that, while the Internet has a positive influence on motivation, independent learning and cultural understanding (Alm-Lequeux, 2001; Brandl, 2002; Chapelle, 2000; Lee, 1997), the literature also talks of frustration on the part of the students, and of students being overwhelmed by foreign language Internet pages (Kubota, 1999; Rüschoff & Wolff, 1999; Shetzer & Warschauer, 2000). This frustration is hypothesized to be due to the fact that Internet texts are authentic texts written for readers in the target culture, and have not been adjusted to the linguistic and cultural knowledge level of foreign language students. There is still little empirical research on the specific ways students deal with these difficulties while completing Internet reading tasks. The present study was carried out with the aim of shedding light on the Internet reading process for pedagogical purposes. The think-aloud technique of data collection permitted a deeper understanding and a more precise description of this special type of reading than would have been possible with interviews alone. The data analysis revealed eight key factors playing a role in foreign language Internet reading: course performance level, background knowledge, motivation, strategic reading, computer skills, problem-solving style, hypertext structure, and type of task. These factors lead to pedagogical implications for designing suitable Internet tasks for foreign language students, and for scaffolding the foreign language Internet reading process. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第21844号 / 人博第873号 / 新制||人||209(附属図書館) / 2018||人博||873(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 金丸 敏幸, 教授 谷口 一美, 准教授 高橋 幸, 教授 田地野 彰 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

A renewed focus on foreign language (FL) learning and speech for communication has resulted in computer-assisted language learning (CALL) software developed with Automatic Speech Recognition (ASR). ASR features for FL pronunciation (Lafford, 2004) are functional components of CALL designs used for FL teaching and learning. The ASR features available with the TeLL me More French software provides pronunciation, intonation and speaking practice and feedback. ASR features are examined quantitatively through French student performance of recorded ASR-scored speech and compared with human raters of the same produced speech samples. A comparison of ASR scores to human raters considers the validity of ASR-scored feedback for individualized and FL classroom instruction. Qualitative analyses of student performances and perceptions of ASR are evaluated using an online survey linked to individual pronunciations and performance and examined for positive impact (Chapelle, 2001) and usability.

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Past theorists have shown through their work the versatility and advantages of utilizing pre-established schemata to form a novice’s interaction with and comprehension of a text. Schemata have shown to contribute to comprehension by means of four purposes: to disambiguate, to elaborate, to filter, and to compensate (Lee & VanPatten 1999). Furthermore, we see that these schemata, or formerly attained background knowledge, are integral parts of Coady’s ESL psycholinguistic reading model (1979) , as well as Carrel’s schema theory (1984). Previous studies done by Jimenez (2000) and that of Valdés (2001) with ESL/LEP students show that motivation for learning a second language is partly derived from the social environment in which students are participants. Valdés’ study in particular supports a Funds of Knowledge Approach (Moll et. al. 1994), which stresses the need for increased attention on the social environment of the student. The present study focuses on novel L2 lexical item decoding. Students will be given a “pre-study” questionnaire in order to ascertain knowledge of and ability level of Spanish. Novices will encounter the lexical items in two different short texts. One will activate a known “social schema”, while the other will be a text for which students will not have a background structure. There will be the same amount of novel lexical items in both texts, and each text will be of the same level. Therefore, the main objective of this study is to investigate whether, and how, students interpret the meanings of novel lexical items when they are presented in a “socially tailored” text. This new “socio-schematic approach” to L2 lexical item decoding can contribute to the stages of Reading Skill and Acquisition outlined by ACTFL. By applying this “socio-schematic approach”, implications for foreign language learning can be linked to the stages of ACTFL.

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