Orientador: Terezinha de Jesus Machado Maher / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-19T21:54:08Z (GMT). No. of bitstreams: 1 Silva_ReginaCeliada_D.pdf: 1158973 bytes, checksum: 1d180891f8d736ce0e76e5f7da5b61fb (MD5) Previous issue date: 2012 / Resumo: Nesta tese apresento e discuto os resultados de uma pesquisa de natureza qualitativa cujo objetivo foi proceder à análise de práticas de intercompreensão (IC) e de ensino de Língua Estrangeira (LE) em Ambientes Virtuais de Aprendizagem (AVAs), procurando apontar algumas as implicações do uso desses meios em contexto de globalização. Busquei, em um primeiro momento, avaliar criticamente o trabalho desenvolvido em uma plataforma de formação para a intercompreensão em línguas românicas, o Galanet, para, em seguida, refletir sobre o impacto dessa minha experiência com o plurilinguismo em um AVA específico nos modos como passei a utilizar a plataforma Teleduc em cursos presenciais de língua italiana para alunos brasileiros no Centro de Ensino de Línguas (CEL) da Universidade Estadual de Campinas (UNICAMP). Este trabalho também se caracteriza por ser o registro do percurso entre duas fases de minha trajetória como docente de LE: antes e depois do emprego de suportes digitais, o que me possibilitou descobrir recursos, repensar e reorganizar minhas práticas didáticas. Nesse sentido, esta tese também pode contribuir para uma reflexão sobre a prática do docente de LE em sua entrada na virtualidade, as possibilidades e limites de se fazer neste ambiente uma formação complexa envolvendo vários níveis e conteúdos de aprendizagem para alunos e professores. Este estudo, ao tematizar o conceito de virtualização, ao discutir algumas implicações do emprego de AVAs no ensino de LEs e algumas das causas da relutância por parte de docentes em adotá-los, e ao tecer considerações sobre as políticas linguísticas em andamento na Europa e na America Latina, fornece elementos que contribuem, ainda que minimamente, para a compreensão do ensino de Línguas Estrangeiras na contemporaneidade. Os dados primários foram gerados durante (i) sessões do Galanet ocorridas entre fevereiro de 2008 e dezembro de 2011, (ii) duas sessões de formação para professores na plataforma Galapro, realizadas em novembro de 2009 e em novembro de 2011, e (iii) aulas observadas em turmas de italiano de nível I e III em disciplinas ministradas entre 2008 e 2010.Os dados secundários foram gerados em diferentes encontros de professores organizados pela (UNICAMP), pela Universidade Federal do Paraná (UFPR) pela Agência Universitária para a Francofonia (AUF) / Abstract: This thesis presents and discusses the results of a qualitative research study whose aim was to analyse some Intercomprehension and Foreing Language Teaching practices conducted in Virtual Learning Environments (VLE) in order to reflect upon some of the implications of the use of such environments in a globalized context. Firstly, I have tried to critically evaluate the work conducted in a Romance Languages intercomprehension practice internet platform, the Galanet, and, secondly, to reflect upon the impact of such multilingual experience in a specific VLE in the ways I started using another platform - the Teleduc - in the teaching of Italian to Brazilian students at the Centro de Ensino de Línguas (CEL) at UNICAMP. This thesis also intends, therefore, to register my foreign language teacher's trajectory in its two distinct phases: before and after the employment of virtual language teaching tools and resources which has enabled me to come across new pedagogical possibilities and to rethink and reorganize my professional. It is hoped that this work will contribute to shed light on what might happen to foreign language teachers' practices once they enter the virtual world. It is also expected that the focus on the implications of the use of VLE in the teaching of foreign languages and on some of the causes for teachers reluctance in adopting them, as well as on ongoing linguistic policies in Europe and in Latin America will provide elements which, if articulated, will enhance our understanding of contemporary Foreign Language Teaching characteristics. The primary data that make up the corpus analyzed here were generated during (i) Galanet sessions that occurred between February 2008 and December 2011, (ii) two training sessions for teachers on the platform Galapro, one held in November 2009 and another in November 2011, and (iii) classroom observations in Italian I and Italian III courses, given between 2008 and 2010. Secondary data that supports the analysis of primary data were generated in different teachers meetings, workshop and training courses organized by the Universidade Estadual de Campinas (UNICAMP), the Universidade Federal do Paraná (UFPR) and theAgência Universitária para a Francofonia (AUF) / Doutorado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Doutor em Linguística Aplicada

In Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazil, and questionnaires were distributed to teacher and students. Of the many possibilities raised as hypotheses for the effective English learning in Sweden, teacher’s educational background, working hours per week, number of students per teacher, were found to be more problematic in Brazil, according to the teachers’ questionnaire. When it comes to students, it appears that Brazilian students show a lack of commitment to their learning tasks and awareness of the importance of learning English. In addition, several social aspects have to be taken into account when judging the educational situation of a country, but the importance of a good education can never be overlooked.

Cette recherche est centrée sur l’enseignement de l’italien au primaire. Cette langue était parmi les langues proposées comme E. L.C.O (Enseignement de langue et culture d’origine). Elle est aussi proposée comme langue vivante dans le primaire, mais elle subit la concurrence de l’anglais. La place, les objectifs et les conditions de cet enseignement/apprentissage ont subi une évolution dans les instructions officielles. Chronologiquement, plusieurs dispositifs se sont succédés : l’enseignement des langues et cultures d’origine – E.L.C.O - (initialement prévu pour les enfants des migrants et encore régi par des accords inter Etats), les projets d’éveil aux langues (soutenus par la politique de l’Union Européenne afin de développer des représentations et des attitudes positives envers les langues), l’introduction de l’enseignement –apprentissage d’une langue vivante au cours de l’école primaire (dépendant du pilotage académique à travers la carte des langues). En 2016, il semblerait que l’Education nationale peine à mettre en place une politique qui ne débouche pas systématiquement sur l’enseignement de l’anglais.L'objectif de notre travail de recherche est de décrire l’installation de l’enseignement d’une langue, l’italien, en mettant en évidence le vécu de chaque protagoniste ; deux procédures d’investigation parallèles seront présentes au cours de ce travail : le point de vue propre au chercheur et à sa culture (étique) et les concepts de pensée propres aux acteurs sociaux étudiés (émique). La première partie de la thèse définit la demande et la mise en place d’un enseignement /apprentissage d’une langue vivante étrangère dans l’enseignement primaire. Nous analysons ensuite la variété des situations de cet enseignement tout en résumant les étapes de son introduction progressive dans le système éducatif français. Dans la deuxième partie, nous retracerons l'histoire de l'enseignement de l'italien au primaire dans le département du Rhône. Nous consacrerons la troisième partie à la présentation de notre travail sur le terrain auprès de tous les protagonistes de cet enseignement : les élèves ballottés entre des programmes a priori incompatibles, la volonté des familles, l’attitude pour le moins réticente des professeurs et des directeurs des écoles, la politique linguistique de l’Inspection Académique, les conditions de travail des intervenants extérieurs.Pour mener à terme notre recherche, nous nous sommes appuyés pour une grande partie sur le discours d'enseignants et sur l'analyse d'un cas précis. Cette recherche ne prétend pas de généraliser ses conclusions ; toutefois au moment où des grands changements ont pris/prennent place dans l’enseignement primaire, il peut être utile pour tous les acteurs concernés de disposer d’étude qualitative. Cette analyse peut éclairer la situation particulière de l'enseignement /apprentissage de l'italien pour les enfants quand celui –ci est assuré par un intervenant extérieur d’autant plus que nous n’avons pas trouvé de traces de recherche antérieure de cette réalité peu/ mal /mé/ connue. / This research will focus on the teaching of Italian in primary schools. Italian was among the languages offered as E. L.C.O (language teaching and culture of origin). It is also proposed as a foreign language in primary education, but is in competition with English. The position, objectives and conditions of this teaching / learning have resulted in developments in the official instructions.Chronologically, several schemes have succeeded: the teaching of languages and cultures of origin - ELCO - (originally intended for the children of migrants and still governed by interstate agreements), language awareness projects (supported by the policy of the European Union to develop representations and positive attitudes towards languages), the introduction of foreign language teaching-learning in primary schools (depending on the academic decision in-line with the language map). In 2016, it appears that the state education system is unable to implement a policy that does not systematically lead to the teaching of English.The aim of our research is to describe the setting up of Italian language teaching by highlighting the experience of each of the players involved; two parallel investigation procedures will be examined during this work: the researcher’s point of view and his culture (ethical approach) and the thought concepts specific to the social actors studied (emic approach).The first part of the research will focus on the request and implementation of foreign language teaching / learning in the primary education setting. We then describe the variety of situations of this teaching and summarize the phases of its introduction in the French education system.In the second part, we will trace the history of Italian teaching in primary schools in the Rhône department.We will devote the third part to the presentation of our school observation survey encompassing all the players involved in this teaching: students learning in programs seemingly incompatible with each other, willingness of families, the teachers and school heads’ reticent attitudes, the language policy of the school Inspectorate, foreign teachers’ working conditions .To complete our research, we relied on teachers’ discourse and a specific case analysis. This research does not claim to generalize its findings. However, when significant changes took / take place in primary education, it may be useful for all players to have access to qualitative study. This analysis can clarify the particular situation of Italian teaching / learning for children when it is provided by foreign teachers and more especially as no earlier research on this unknown reality has come to light.

This thesis investigates how high school students collaboratively solve naturally occurring spelling problems in an English as a foreign language (EFL) classroom in Stockholm, Sweden. The study is motivated by the scarcity of research on spelling solving, both in terms of the observable spelling practices adopted by the students and in terms of the collaborative management of spelling issues in the second/foreign language classroom. The theoretical and methodological framework is multimodal ethnomethodological conversation analysis (CA). The data consists of video recordings of ten EFL lessons that took place during five consecutive school days. The thesis focuses specifically on three spelling solving episodes and analyzes at the micro level the process by which the students go from initiating to closing the spelling solving sequence. In providing fine-grained accounts of the students’ verbal and embodied actions as they collaboratively attempt to solve the spelling problems, the thesis respecifies spelling solving strategies as observable spelling solving practices. The analysis demonstrates how the participants orient to spelling solving as an important form-focused activity. Moreover, the analysis shows how the students integrate different verbal and embodied resources as well as cultural artifacts to accomplish the spelling solving. Finally, the analysis demonstrates how the students’ relative orientations to individual versus collaborative achievements and their management of epistemic rights and responsibilities in completing the task influence the sequential organization and the outcome of the solving sequences. The thesis discusses the findings in relation to prior work on spelling solving and also points out potential implications for second/foreign language instruction that may be of use for current and future EFL instructors.

Cette étude relève de la didactique des langues, mais elle s’appuie également sur l’analyse des interactions verbales et des interactions en classe de langue, ainsi que sur l’anthropologie et la sociologie. Elle repose sur la capacité de l’image à susciter des productions verbales. La photographie d’auteur est ici considérée comme un déclencheur d’interactions orales permettant de communiquer en classe de langue. Nous avons mis en oeuvre une technique didactique dans descours de français enseigné comme langue étrangère en contexte pluriculturel à Paris avec des apprenants de niveaux A1 à B2. Le projet mené en groupe consiste à commenter des photographies d’auteur sans objectifs langagiers prédéterminés. Nous n’avons pas cherché à transmettre des informations concernant les images, volontairement énigmatiques. La question de recherche porte sur la nature des échanges verbaux déclenchés. L’analyse des données dans la partie 2 révèle l’importance de la communication entre les apprenants. Ceux-ci déploient des stratégies de communication et d’appropriation. L’interaction fortement coopérative encourage un apprentissage mutuel entre pairs avec des phénomènes d’étayage collectif. Dans la partie 3, nous analysons les manifestations verbales de la réception des photographies. L’observation des images donne lieu à de la description et de la narration, à la recherche de solutions ou de messages, à des réactions esthétiques, interprétatives, ou encore à des phénomènes d’immersion fictionnelle. Les apprenants mettent en relation les photographies avec d’autres images, ce qui révèle l’importance de l’intericonicité dans la perception visuelle et favorise des échanges interculturels. / The study lies in the field of foreign language education, but it also refers to verbal interaction analysis, foreign language classroom research, anthropology, and sociology. It rests onthe capacity of visual images to trigger verbal expression. Photography is here considered as ameans to induce oral interaction, thus enabling students to communicate in language courses. Wehave implemented a task in lessons of French taught as a foreign language in a pluricultural contextin Paris, learners’ levels ranging from A1 to B2. In this group project, students were invited tocomment on fine art and documentary photographs. We had no predetermined language objectivesand we did not seek to pass on information about the images, which were intentionally enigmatic.Our research question deals with the nature of the verbal interactions triggered by the photographs.In part 2, the analysis of the corpus highlights how learners interact. They implement strategies to communicate and to learn. The interactions are highly cooperative, which encourages students tolearn from their peers by using collective scaffolding. In part 3, we analyse the verbal reactions of the students when they comment on the photographs. These learners describe the images, they buildnarratives, they seek solutions, messages or interpretations, they evaluate the pictures esthetically,and they immerse themselves in the fiction of the photographs. They also find analogies with other images, which reveals the importance of intericonicity in visual perception and encourages learners to engage into intercultural exchanges.

This diploma thesis deals with the topic of the students' learning strategies at a primary school. The strategies are demonstrated at an example of a foreign language. Based on this example, more general rules for using strategies in other areas are being searched. The strategies are understood as specific steps and methods used in the learning process. They are anchored in the curriculum documents, in particular under the learning competence. The theoretical part of the thesis is based on existing literature and it analyses learning styles and strategies of students at a primary school with the focus on a foreign language. The aim of the thesis is to find out to what extent students of the fifth grade use language strategies and what role a teacher's support plays. For the research, the questionnaire "Strategie učení se cizímu jazyku" was used. The thesis is also based on qualitative research consisting of observations and interviews with the teachers. The results show that the fifth-grade primary school students use the foreign language learning strategies to a limited degree. However, the teachers' support has an effect on the usage. KEYWORDS Learning strategies, learning styles, learning competence, support of the learning strategies, foreign language, metacognitive strategies

This thesis is intended to give a panorama of technology in foreign language pedagogy. Although my field of study is French, the computer applications under scrutiny do not relate solely to the teaching of French. This paper begins with a criticism of the rigid listen-and-repeat language laboratory concept while tracking the rise of communicative language learning theory; follows the microprocessor revolution in language consoles; documents the development of computer-assisted instruction; showcases software evaluations of computer-assisted language learning; explores telecommunications; discusses satellite dishes and other computer peripherals; presents the results of a survey of Texas universities; and concludes with the presentation of the evolving language media center.

At a nexus between translation studies and didactics, the teaching of sight translation within the parameters of a foreign language course has as its primary aim to improve the communication skills of foreign language learners in general and of French learners at the University of Pretoria in particular. Contrary to the communication process in their first and second languages, students who try to speak a foreign language such as French are unable to express their thoughts freely. To compensate for their insufficient language knowledge and intuition, they tend to rely on their other languages as a reference for all communication. Although this natural reflex is part of the learning process, students' attempts to transfer words, phrases, and rules directly from one language to another can be detrimental to language performance. The problem does not lie in the fact that they translate mentally before speaking, but that they tend to translate literally. This is a highly inefficient communication strategy that results in a non-idiomatic, imperfect reflection of students’ actual knowledge of language. Unlike the above-mentioned mental transcoding and the so-called pedagogical translation generally practiced in the language class, the interpretive translation approach focuses on the reexpression of the meaning of the original text. This professional translation approach should be applied to all translation, including translation in the language class. Although the purpose is not to train professional translators or interpreters, students still need to learn to translate intelligently, whether verbally or mentally, without literally reproducing their reference languages. Since students are even more tempted than professionals to rely on the source language due to their limited language knowledge, they should explicitly learn to look for alternative means of expression available to them instead of transcoding this language. Sight translation is a very economical technique to teach this approach in language classes, as students learn to translate in their own words, using all their communication skills. Students learn how best to convey the meaning of the source text with the limited vocabulary and grammar skills at their disposal. When speaking, they also focus on the meaning of their utterances and use compensatory strategies when faced with a language problem, instead of copying from their reference languages or avoiding the problem altogether by switching to another language. In the space of little more than a year, the majority of the forty-four students who participated in the empirical research learned to communicate in a natural and authentic manner without undue interference from their other languages (mainly English). Those who have mastered the approach increasingly use efficient strategies to overcome language shortcomings, thus abandoning formal transfer to the benefit of their oral expression. In addition, a small number of talented students were identified to engage in further specialised translation and interpretation training. In conclusion, sight translation teaching in the classroom proved to be a highly beneficial method to improve translation and communication skills among French foreign language learners in the multicultural environment of the University of Pretoria. / Thesis (DLitt(French))--University of Pretoria, 2008. / Modern European Languages / DLitt / unrestricted

Orientador: Linda Gentry El-Dash / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-07T22:20:39Z (GMT). No. of bitstreams: 1 Armentano_AnaLuizaTeixeira_M.pdf: 24731292 bytes, checksum: b14232318057e7b745682681e2635a8a (MD5) Previous issue date: 2006 / Resumo: Esta pesquisa partiu da nossa observação que muitos aprendizes apresentam fluência, mas não precisão lingüística, em seu desempenho em contexto de aula comunicativo de inglês de nível intermediário como LE. Uma alternativa encontrada na literatura de ASL para promover a precisão lingüística é o uso de tarefas que promovam o esforço cognitivo de produzir e refletir sobre a produção, estendendo e indo além do nível de competência real do aprendiz, ou seja, uma produção mais exigente (pushed output) (Swain, 1985, 1995). A reflexão sobre a produção (output) pode estimular o aprendiz a perceber (notice) formas lingüísticas e fazer uma comparação cognitiva entre as formas de sua interlíngua e as formas de L2/LE (notice the gap), o que pode facilitar a re-estruturação de interlíngua. Nosso objetivo nesta pesquisa é investigar a tarefa dictogloss pelo seu potencial em promover uma produção mais exigente. Para tal levamos em conta aspectos cognitivos e interacionais. Sob a perspectiva cognitiva, nos apoiamos nos estudos sobre tarefas de Skehan (1996, 1998), o modelo de processamento de insumo de VanPatten (1996, 2002), a Hipótese da Produção de Swain (1985) e as diferenças individuais segundo Robinson (2002, 2005). Sob a perspectiva sócio-cultural, levamos em conta o construto do diálogo colaborativo de Swain (2000) e os padrões de interação de Storch (2002). Os instrumentos de pesquisa foram um mini-questionário, uma tarefa dictogloss, cujos procedimentos foram adaptados de Wajnryb (1990), e entrevistas semi-estruturadas com os sujeitos. Cinco pares de alunos universitários do nível intermediário de um centro de línguas de uma universidade pública paulista fizeram parte da pesquisa. Sem a intervenção da pesquisadora, as duplas reconstruíram uma passagem escutada por três vezes. Após a reconstrução em pares, os sujeitos receberam o texto por escrito e compararam as suas versões com a do original. Todas a interações foram gravadas em áudio. Dentre os aspectos cognitivos, os resultados das análises apontam para a complexidade da tarefa implementada em termos do código lingüístico, processamento cognitivo e o stress comunicativo. Observa-se que alguns pares abordaram a tarefa focando mais no significado eoutros na forma, sugerindo um efeito trade-off nos recursos de atenção. Nota-se grandes diferenças individuais entre os sujeitos, entre elas o nível de proficiência e habilidades cognitivas dos sujeitos, tais como a aptidão para notice the gap. Dentre os aspectos interacionais, constatamos que o padrão colaborativo prevalece nas interações, mas que com o decorrer da tarefa, algumas interações mudam para os padrões dominante/passivo, e outras para o padrão dominante/dominante, com alguns momentos de conflito. O diálogo colaborativo gerou construção de conhecimento nos padrões colaborativos mas demonstrou seus limites em outros padrões de interação, como no menos experiente/menos experiente, não geralmente relatado na literatura. Os depoimentos dos sujeitos sugerem que esses perceberam a complexidade da tarefa, mas que a consideram de potencial utilidade para a aprendizagem. Além disso, relataram que o trabalho em pares foi positivo / Abstract: In our teaching practice and within a communicative-oriented instruction of intermediate levelleamers of English as a foreign language, we have noticed that many leamers become fluent but lack accuracy. It has been suggested in SLA that in order to promote accuracy certain kinds of tasks can be used: those that encourage pushed output, defined as the cognitive effort to produce and reflect on production, stretching and going beyond the actual competence of the leamer. This reflection on production may encourage the leamer to notice linguistic form and make cognitive comparisons between their interlanguage form and the L2 form, i.e., notice the gap, which may encourage the restructuring of the interlanguage. Bearing this in mind, this research was designed to investigate cognitive and interactional factors involved in the implementation of the pedagogical task known as dictogloss. Five dyads of college students attending an intermediate leveI course in a language center in a state university in the state of São Paulo in Brazil took part of the experiment. The interaction of the dyads was audiotaped as they carried out the task. It required them to listen, take notes, and produce a written reproduction of the oral text with their partners. After that they received a copy of the written text, and went on to compare and notice differences between their versions and the original. From a cognitive perspective, the theoretical background comes from task-based research of Skehan (1996, 1998), the modeI of input processing of VanPatten (1996, 2002), the Output Hypothesis of Swain (1985, 1995) as well as the investigation of individual differences of Robinson (2002, 2005). From a socio-cultural perspective, the theoretical background comes from the collaborative dialogue proposed by Swain (2000) and the interaction pattems by Storch (2001, 2002). From a cognitive perspective, the findings suggest that the high complexity of the task produced a trade-off effect in attentional resources: attention was either allocated to the meaning or to the formoThe oral comprehension and production and the written comprehension and production revealed individual differences in the subjects' cognitive abilities, such as noticing the gap. From a socio-cultural perspective, the collaborative pattem of interaction prevails, but over time, some of the pairs changed to other pattems such as dominant/passive and dominant/dominant, indicating some conflict in their interactions. The collaborative dialogue shows the co-construction of knowledge, but this does not take place in all interaction pattems, such as novice/novice, which is rarely discussed in the literature. In follow-up interviews, the subjects reported that they found the task complex but useful and that working with a partner helped them perform the task / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

Technology has provided the means for the creation of many tools to facilitate the teaching and learning of foreign languages. These tools include computer programs designed to aid language learning by providing various levels of control to the language learner. This control allows the learner to make decisions regarding some or all of the elements of a program such as the pace, sequence, and content to name but a few. Because the amount of learner control can be varied, many research efforts have sought to determine the optimal level of control for learning. These efforts have produced mixed results, with some research suggesting that learners perform better with less control while other findings suggest the opposite. The purpose of this research was to investigate the use of remediation, a computer-adaptive control, in Swahili 101 university level courses and its effect on achievement and time. Participants included Swahili language learners from two universities, three colleges, and one student not affiliated with any school. The study required that participants complete a pretest, a background survey, the Swahili 101 online lesson materials, and an opinion survey. “Gate pages," or webpage-based assessments, were used throughout the online course to assess participant progress. The participants were randomly assigned to control and experimental groups. Those in the control group completed the online component at their own discretion, working through assigned tasks with review as desired. Those in the experimental group were required to obtain a minimum score on each lesson's gate page in order to advance in the lesson and thus in the course. If that score was not met, then the software assigned a series of remediation or review pages. Scores from the gate pages and time spent on the gate pages were stored and analyzed for both groups. The results from this study suggest that language learners benefit from computer intervention and guidance (remediation). The participants in the experimental group learned more Swahili than the control group, despite spending the same amount of time on the gate pages as the control group. Therefore, remediation, as defined and implemented in this study, can increase language learning while at the same time not requiring the learners to significantly increase the initial time they spend responding to questions presented on the gate pages.