Esta dissertação de mestrado tem por objetivo apresentar, analisar e discutir a experiência de ensino de Francês Língua Estrangeira para estudantes da Escola Politécnica da USP, por meio do Programa CFI (Curso de Francês para Iniciantes). Tal formação, iniciada em 2001, foi concebida pelo Centro de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo a pedido da Comissão de Relações Internacionais da Escola Politécnica, e tinha por finalidade preparar os alunos que fossem fazer dois anos de curso em faculdades de engenharia francesas (Ecoles Polytechniques, Ecoles Centrales, Ponts et Chaussés, etc), no âmbito do Programa Duplo Diploma em Engenharia promovida pela Poli-USP. Nosso estudo corresponde ao período em que se decidiu discutir a progressão e o equilíbrio entre as duas modalidades de ensino trabalhadas - o Francês, Língua Estrangeira (FLE) geral e o Francês com Objetivos Específicos (FOS) - na formação dos estudantes, que passara de 2 para 3 anos, incluindo um módulo específico (Módulo France) e cujo número de inscritos havia chegado a quinhentos por semestre letivo. Nesse período, coube à equipe pedagógica a concepção geral do curso e a preparação do material didático de cada um dos seis módulos de ensino oferecidos, o que trouxe resultados bastante positivos, como mostram os questionários respondidos por alunos do Duplo Diploma que participaram de tal formação. / The objective of this undergraduate thesis is to present, analyze and discuss the experience of teaching French as a foreign language for students at the Polytechnic School at University of São Paulo through the FCB Program (French Course for Beginners). This course, started in 2001, was designed by the Language Center at the College of Philosophy, Languages and Human Sciences of the University of São Paulo by request of the International Relations Commission of the Polytechnic School to prepare students who had been selected for the Dual Diploma Program in Engineering sponsored by Poli-USP, that is, a program in which students would spend two years of their undergraduate program at a French College of Engineering (Ecoles Polytechniques, Ecoles Centrales, Ponts et Chaussés, etc). Our study corresponds to the period in which we decided to reevaluate the progress and the balance between the two approaches used during the course general French as a Foreign Language (FFL) and French with Specific Objectives (FSO) a course which had increased from 2 to 3 years and which included a specific module (France module) and whose number of enrolled participants had reached 500 per semester. During this period, the pedagogical team (coordinators and teachers) were responsible for the general conception of the new course and for the textbooks of each one of the 6 teaching modules offered. The results obtained were extremely satisfactory as shown in the questionnaires answered by the Dual Diploma students who took this course.

La notion d’insécurité linguistique a été régulièrement explorée depuis les années 1960: les recherches ont été initialement centrées autour des questions de prononciation dans différents milieux sociaux ; ensuite un cadre d’analyse a été organisé autour des communautés francophones dites « périphériques » ; elle a enfin été abordée dans des contextes plurilingues. La présente recherche examine la notion d’insécurité linguistique comme elle est vécue par les professeurs non natifs de langues étrangères, et notamment des professeurs grecs de français. Ce groupe socioprofessionnel joue un rôle de premier plan dans la diffusion des langues : l’enjeu est de trouver des moyens d’atténuer les éventuels effets négatifs de l’insécurité linguistique inhérents à leur contexte professionnel. Pour ce faire, nous avons construit un corpus pour une étude qualitative. La méthodologie retenue a été celle d’entretiens individuels, semi dirigés, permettant à des répondants présentant des profils divers en termes d’âge, de sexe, de formation, de lieux et de contextes professionnels, de s’exprimer sur leur conception de l’insécurité linguistique et sur les stratégies mobilisées pour y faire face. De manière assez constante, émerge la question de la légitimité d’enseigner une langue dont on n’est pas locuteur natif et les difficultés que cela pose dans le contexte professionnel. Pourtant, au terme d’un processus plus ou moins long, ces personnes parviennent, en redéfinissant leur rôle dans la classe et parfois leurs objectifs en tant qu’enseignants, à gagner en assurance. Elles reconstruisent une légitimité qui articule acceptation, remédiation des imperfections et compétence professionnelle. / The concept of linguistic insecurity has been regularly explored since the 1960’s : research was initially centered around the questions of pronunciation in various social environments; then a framework of analysis was organized around French-speaking communities known as “peripheral”; it was finally approached in multilingual contexts. This research examines the notion of linguistic insecurity as it is experienced by non-native foreign languages teachers, and in particular Greek teachers of French. This socio-professional group plays a leading role in the diffusion of the languages : the stake is to find the means to moderate the possible negative effects of linguistic insecurity inherent in their professional context. With this intention, a corpus for a qualitative study has been assembled. The methodology selected was that of individual, semi-structured interviews, allowing interviewees of various profiles in terms of age, sex, training, professional places and contexts to express themselves on their conception of the linguistic insecurity and the strategies mobilized to face it. In a rather constant way emerges the question of legitimacy to teach a language of which one is not a native speaker and the difficulties that this poses in the professional context. However, at the end of a more or less long process, these people arrive, by redefining their role in the class and sometimes their objectives as teachers, to gain in confidence. They rebuild a legitimacy which articulates acceptance, remediation of the imperfections and professional competence.

O presente estudo objetivou analisar a legitimação do poder entre franqueados da rede CCAA na região de Passo Fundo/RS; trata-se de um processo pelo qual esses pequenos empreendedores buscam consolidar suas relações de trabalho para exercerem suas funções de direção com autoconfiança. Para tanto, foi realizada uma pesquisa qualitativa descritiva que usou como método de coleta de dados a entrevista semi-estruturada aliada a observações do ambiente. Quatro diretores de escolas de idiomas da rede CCAA na região norte do estado do Rio Grande do Sul participaram da pesquisa. Os dados coletados foram submetidos a uma análise interpretativa feita a luz do referencial teórico que resgatou a conceituação do poder, bem como seu papel na sociedade, antes de abordar o poder (e suas fontes) no contexto das organizações empresariais. O manual de gestão de pessoas da rede CCAA permitiu que uma análise documental complementasse o estudo, cujos resultados ratificaram a difícil mensuração da legitimação do poder, mas foram positivos, no sentido de que o fenômeno foi investigado dos mais diversos ângulos e identificou-se de forma não-planejada uma série de fatores correlatos, provocando, assim, uma evolução no seu entendimento, pois percebeu-se que diferentes estratégias de legitimação do poder foram adotadas variando conforme a história de vida e o estilo de liderança de cada um dos empreendedores e que essas estratégias geraram resultados semelhantes a curto prazo, mas no longo prazo, tendem a distanciar as empresas em quesitos como grau de profissionalização e capacidade de expansão, por exemplo. / The current study had the purpose of analyzing the legitimation of power among directors of CCAA chain units in the region of Passo Fundo/RS, it´s a process in which these small business people try to make working relationships solid to perform their functions of direction with self-confidence. For so, it was done a descriptive qualitative research that used as method of data collection a semi-structured interview together with observations of the environment. Four directors of foreign languages schools of CCAA chain in the northern region of the state of Rio Grande do Sul took part in the research. The collected data were submitted to an interpretative analysis made under the light of the academic frame that rescued the conception of power, as well as its role in the society, before approaching the power (and its fountains) in the context of business organizations. The guidebook of people management of CCAA chain allowed a documental analysis to complement the study, which results reinforced the difficulties in measuring the legitimation of power, but were good after all, since the phenomena was investigated from an array of angles and a series of related factors were identified in a non-planned way, provoking, thus, an evolution on its understanding, since it was realized that different strategies of legitimation of the power were adopted according to the history of life and leadership style of each of the directors and that these strategies may create similar results in short term, but in long term tend to increase the distance between the companies in matters such as professionalization level or capacity for expansion, for instance.

Orientador: Maria José Rodrigues Faria Coracini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-22T05:57:29Z (GMT). No. of bitstreams: 1 Peixoto_MarianaRafaelaBatistaSilva_M.pdf: 749195 bytes, checksum: e4714ba1af7107b93f81a58c6557b13a (MD5) Previous issue date: 2013 / Resumo: Esta dissertação de mestrado pretende problematizar o modo como a língua-cultura do outro, a língua dita estrangeira, incide na construção identitária de imigrantes albergados no Brasil. Apostamos na hipótese de que a exclusão socioeconômica provocaria, nesses sujeitos, uma resistência à inscrição de si na língua-cultura do outro, o português. Partindo de uma perspectiva teórica discursivo-desconstrutivista, na sua interface com a psicanálise, analisamos excertos discursivos extraídos de dez entrevistas orais semiestruturadas, realizadas com imigrantes albergados em uma casa de passagem localizada na cidade de São Paulo. Objetivamos com a presente investigação, que se insere na Linguística Aplicada, na sub-área Língua estrangeira, contribuir para as reflexões da área sobre o que significa ser-estar entre línguas-culturas, em contexto de pobreza, na busca de subsídios para outras reflexões que incidam nos discursos sobre o ensino-aprendizagem das chamadas línguas estrangeiras. A partir da análise do material, foi possível depreender que, no que se refere aos efeitos de sentido que a pobreza provoca nas representações rastreadas, parece-nos que ela incide como uma resistência no aprendizado da língua portuguesa, que se manifesta no que temos chamado de corpo-língua (gem). O corpo-língua (gem) funciona, para o e no imigrante, como um território simbólico, mas também imaginário e imaginado. Pois, tanto o corpo como a língua-cultura configuram-se como o espaço discursivo que o sujeito habita, ou seja, onde quer que esteja ele carrega esse espaço dentro de si, como um território de si. No entanto, ainda que, na/para a maioria dos entrevistados, a pobreza incida como resistência à língua-cultura do outro, os sistemas de dispersão (FOUCAULT, [1969] 2010) do corpus nos mostram que, para alguns, a língua portuguesa parece ocupar o lugar de objeto de desejo / Abstract: This Masters dissertation aims at discussing how a foreign language interferes in the identity construction of homeless immigrants in Brazil. The hypotheses which bounds this paper bets that poverty would provoke, in these subjects, a resistance to learning Portuguese. Based on a discoursive-desconstrutivist perspective, and on some psychoanalytical concepts, we analyzed excerpts taken from ten recorded interviews done with homeless immigrants, in a home named Casa do Migrante, located in the city of São Paulo. By means of discussing such issues, we intend to contribute to the studies of the learning process of a foreign language, especially in poverty contexts. When it comes to the results, data has shown that poverty seems to provoke, in homeless immigrants, a sort of resistance to the learning process of Portuguese. Such resistance seems to take place in what we have called "body-language", which is understood as a territory that wherever the immigrant goes, he/she takes it with him/her. Nevertheless, even though for the majority of the participants poverty seems to provoke resistance to the learning process of Portuguese, to some of them, the Portuguese language seems to signify an object of desire / Mestrado / Lingua Estrangeira / Mestra em Linguística Aplicada

O objetivo deste trabalho consiste na análise de narrativas das trajetórias e das experiências de línguas (no caso, o francês) de estudantes de Graduação em Letras da Universidade de São Paulo. Parte-se, aqui, da concepção segundo a qual as línguas não se restringem ao status de meras ferramentas da comunicação e estabelecem com a identidade dos indivíduos uma relação de sensível reciprocidade e de constante implicação. Como decorrência, ressalta que o processo de apropriação de uma língua estrangeira constitui, necessariamente, um processo de alteração e reconfiguração de identidade. Deste modo, a análise dos relatos das trajetórias e das experiências de línguas da população estudada, ou seja, sua (auto)biografia linguageira (obtida através de um questionário submetido aos informantes em junho de 2015), permitiu o acesso a diversos aspectos deste percurso de apropriação-alteração. Entre tais aspectos, mencionemos sobretudo as representações dos indivíduos quanto a suas competências linguísticas, os componentes subjetivos e sociais implicados na apropriação, as motivações, as circunstâncias e a cronologia do processo. / The aim of the present work consists in analysing narratives of the trajectories and language experiences (of French, in this case) of graduation students at the University of São Paulo. We assume, here, the conception according to which all languages are not restricted to the mere status of communication tools and they stablish, associated to the identity of the individuals, a remarkable relation of reciprocity and a constant implication. As a result, it highlights the fact that the appropriation process of a foreign language is necessarily constituted by an alteration process and an identity reconfiguration. Thus, the report analysis of the trajectories and the languages experiences of the population from the study, in other words, its language (auto)biography (obtained through a questionnaire submitted to the informers in June 2015) has allowed the access to various aspects of this path of appropriation-alteration. Among those aspects, we can mention especially the representations of the individuals in terms of their language competences, the subjective and social components involved in the appropriation, their motivations, their circumstances and the process chronology.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis aims to make a contribution to the field of literature study in foreign language teaching. It investigates the practical implications of theories such as Michael Dobstadt‟s Didaktik der Literarizität and Claire Kramsch‟s symbolic competence. It specifically looks at how these approaches to literature can be implemented in the elementary levels (A1 and A2) of foreign language teaching. Furthermore, the range of possibilities that mobile phones offer for the foreign language learning environment are explored. Suggestions are proffered as to how the inclusion of mobile phones, as educational tools, can support the successful implementation of Dobstadt and Kramsch‟s theories in the foreign language classroom. On the basis of the theory, two sets of lesson plans are developed for high school beginner level German classes in South Africa; the lesson plans serve as examples of how the theories of Dobstadt and Kramsch can, on beginner level and in conjunction with the use of mobile phones, be implemented in practice. / AFRIKAANSE OPSOMMING: Hierdie tesis poog om ʼn bydrae te maak tot die literatuur van vreemdetaal-onderrig. Die praktiese implikasies van teorieë soos dié van Michael Dobstadt se Didaktik der Literarizität en Claire Kramsch se symbolic competence word ondersoek. Daar word spesifiek gekyk na hoe sulke benaderings tot literatuur op beginnervlak (A1 en A2) van vreemdetaal-onderrig geïmplementeer kan word. Verder word die trefwydte van moontlikhede wat selfone vir vreemdetaal-onderrig bied, ondersoek. Voorstelle word gemaak oor hoe die gebruik va n selfone, as opvoedkundige hulpmiddels, die implementering van Dobstadt en Kramsch se teorieë in die vreemdetaal-klaskamer kan ondersteun. Vanuit „n teoretiese uitgangspunt word twee stelle lesplanne vir Duitse klasse op hoërskool-beginnervlak in Suid-Afrika ontwikkel as voorbeelde van hoe die teorieë van Dobstadt en Kramsch, op beginnervlak en in samewerking met die gebruik van selfone, in die praktyk geïmplementeer kan word.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis explores the effect on learning Chinese characters for learners of Chinese as foreign language through implementing the unique properties of the Chinese script in a prototype spaced repetition system. Both Chinese radicals and the spacing effect have the potential to positively influence the recall ability of students in learning Chinese characters, however the interaction between the spacing effect and Chinese radicals in spaced repetition system, such as Anki and Mnemosyne, had not been tested. An experimental spaced repetition system prototype was designed and developed to investigate these interactions. Two groups of students learning Chinese as a foreign language at the University of Stellenbosch studied the same list of Chinese characters in which there were both massed and spaced characters present. One group had additional information on Chinese radicals on the flashcard. The students were given an immediate post-test to test their recall of the meaning and pronunciation of the Chinese characters. The results showed a positive trend for the spacing effect in which students had higher scores for spaced characters, but the recall ability between the two groups of students did not change regardless of whether there was information on Chinese radicals or not. The results were surprising considering the potential positive impact of Chinese radicals on recall. The thesis concludes that the presentation of information on Chinese radicals in a spaced repetition system does not necessarily improve the recall ability of the students. The impact of explicit instruction on the role of Chinese radicals in Chinese characters and the ability of the student to apply this knowledge should be considered for future research. / AFRIKAANSE OPSOMMING: Die huidige tesis ondersoek die leer van Chinese karakters deur leerders van Chinees as ‘n vreemde taal deur die unieke eienskappe van die Chinese skrif in ‘n prototipe gespasieërde herhalings sisteem te implementeer. Beide Chinese radikale en die spasiërings effek kan potensieël 'n positiewe invloed hê in die vermoë van studente om Chinese karakters te onthou, maar die interaksie tussen die spasiërings effek en Chinese radikale in gespasieërde herhalings sisteme, soos Anki en Mnemosyne, was tot dusver onbekend. ‘n Eksperimentele gespasieërde herhalings sisteem prototipe was geskep om hierdie interaksie te ondersoek. Twee groepe studente van Chinees as vreemde taal by die Universiteit van Stellenbosch het dieselfde lys karakters gestudeer, waaronder gespasieërde en nie-gespasieërde karakters tuis was. Die twee groepe het verskil deurdat een groep ekstra informasie oor Chinese radikale gehad het op die voorkant van 'n flitskaart. Die studente het dadelik daarna ‘n toets ontvang waar hul die betekenis en uitspraak van die Chinese karakters moes onthou. Die resultate het ‘n positiewe neiging getoon vir die spasiërings effek waar studente hoër punte ontvang het vir gespasieërde karakters, maar die vermoë om die karakters te onthou het nie verskil tussen die twee groepe nie. Die resultate was ‘n verassing juis omdat daar ‘n potensieël positiewe invloed kan onstaan deur die impak van Chinese radikale. Die tesis het gevind dat slegs om informasie oor Chinese radikale te wys in ‘n gespasieërde herhalings sisteem nie noodwendig die vermoë van die student om Chinese karakters te onthou verbeter nie. Die impak van eksplisiete instruksie oor die rol wat Chinese radikale in Chinese karakters speel en die vermoë van die student om hierdie kennis toe te pas hoort verder ondersoek te word.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study is an addition to the growing body of research on the relevance of mobile assisted learning (MALL) or m-learning. Grounded in a sound theoretical framework and informed by practice, it identifies the importance of literacy as a liberating skill, as well as the groundbreaking impact and potential of mobile technologies to enhance literacy levels in developing countries. The ubiquity of mobile devices worldwide, and specifically in South Africa, coupled with the educational needs arising from overcrowded classrooms, and a dearth of resources and textbooks in rural South Africa, led to the conception of this study. The objective was to ascertain the viability of incorporating web- and mobile technology based instruction to enhance the English literacy levels of Grade 8 (Senior Phase) students within the South African rural context. The study showed that there was a significant improvement in the participants’ reading comprehension, visual comprehension and writing skills. The encouraging results of this study indicate that web-based mobile instruction can indeed improve the literacy levels of learners from remote and disadvantaged communities. The implications of these findings for literacy development and emerging literacy development in rural communities are discussed in the final chapter of this thesis. / AFRIKAANSE OPSOMMING: Hierdie studie lewer ‘n bydrae tot die groeiende navorsingsliggaam oor die invloed en moontlikhede van web-en mobiele tegnologiegebaseerde instruksie op die Engelse geletterdheidsvlak van Graad 8 (Seniorfase) leerders in die Suid-Afrikaanse landelike konteks. Die teoretiese basis van die studie word aangevul deur die praktiese toepassing daarvan. Die toenemende beskikbaarheid van mobiele en sellulêre toestelle wêreldwyd en spesifiek in Suid-Afrika, tesame met die opvoedkundige behoeftes wat ontstaan as ‘n uitvloeisel van oorvol klaskamers en die gebrek aan opvoedkundige hulpbronne en veral handboeke in landelike Suid- Afrika, het aan hierdie studie gestalte gegee. Die belangrikheid van geletterdheid as ‘n bemagtigingsvaardigheid, en die baanbrekersimpak en potensiaal van mobiele tegnologie om die geletterdheidsvlak van mense in Afrika en spesifiek Suid-Afrika te verbeter, word bespreek. Hierdie studie het bewys dat daar ‘n beduidende verbetering in die begriplees-, visuele begriplees- en skryfvaardighede van die deelnemers teweeggebring is. Die inspirerende uitslae van hierdie studie dui aan dat web-gebaseerde, mobiele instruksie en intervensie beslis die geletterdheidsvlak van leerders kan verbeter wat hulle in afgeleë, landelike of benadeelde gemeenskappe of omstandighede bevind. Die omvang en implikasies wat hierdie bevindinge vir geletterdheidsontwikkeling –en verbetering, asook vir ontluikende geletterdheidsonderrig inhou, word in die slothoofstuk van hierdie tesis bespreek.

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This thesis investigates counter-voices, counter-gazes and (de-)constructions of German-African identities in contemporary German literature. In extended application of postcolonial concepts it examines the way in which post-colonial views and counter-views on Germany and Africaare produced and how in the process alternative identities are created and negotiated. Analyzing poetry, short stories and novels by Black German authors (May Ayim, Ika Hügel-Marshall, ManuEla Ritz and Olumide Popoola) as well as by African literary voices writing in German (El Loko, Daniel Mepin, Philomène Atyame and Luc Degla), the thesis looks at and evaluates strategies of literary hybridization, responses to and deconstructions of the colonial imaginary, transcultural positioning and world literary perspectives. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek enkele teenstemme, teenblikke en (de-)konstruksies van Duits-Afrika identiteite spruitend uit Duitsland en dié uit Afrika in hedendaagse Duitse literatuur. Deurʼn uitgebreide toepassing van postkoloniale konsepte,ondersoek die tesis die wysewaarop die post-koloniale sienings en teenstandpunte oor Duitsland en Afrika geproduseer word en hoe in die proses alternatiewe identiteite geskep en onderhandel word. Deur die ontleding van gedigte, kortverhale en romans deur swart Duitse skrywers (May Ayim, Ika Hügel-Marshall, ManuEla Ritz en Olumide Popoola) sowel as Duitse werke deur literêre stemme uit Afrika (El Loko, Daniel Mepin, Philomène Atyame en Luc Degla), bekyk en evalueer die tesis strategieë van literêre verbastering, antwoorde op en dekonstruksies van die koloniale denkbeeldige, transkulturele plasing en wêreld literêre perspektiewe.

The thesis "The relation of children to foreign language education" deals with the relation of pupils learning foreign languages in selected South Bohemian primary schools. The theoretical part deals with the conception of teaching foreign languages in the first Elementary schools in the Czech Republic, participants in the learning process and motivation in language education and learning foreign languages in kindergartens. The practical part is devoted to the questionnaire research, which determines the relation of pupils to learn foreign languages and their attitudes to the importance of foreign language knowledge. The questionnaires were designed for students from 5th classes in ten elementary schools in South Bohemia.