Submitted by Maicon Juliano Schmidt (maicons) on 2015-03-23T11:42:40Z No. of bitstreams: 1 Tania Beatriz Trindade Natel.pdf: 7718095 bytes, checksum: e37b3903963174f145042b5d0cc2b83e (MD5) / Made available in DSpace on 2015-03-23T11:42:40Z (GMT). No. of bitstreams: 1 Tania Beatriz Trindade Natel.pdf: 7718095 bytes, checksum: e37b3903963174f145042b5d0cc2b83e (MD5) Previous issue date: 2014-07-10 / UNISINOS - Universidade do Vale do Rio dos Sinos / Esta tese apresenta o resultado de um projeto para alunos do nono ano do ensino fundamental, utilizando-se de tarefas colaborativas, a fim de promover o ensino-aprendizagem da língua espanhola e de observar se tais tarefas promovem a colaboração, o andaimento, a aprendizagem linguística e intercultural. Verificaram-se as percepções dos alunos sobre as tarefas realizadas nas aulas de espanhol, se eles acreditam que estas promovem a aprendizagem, oportunizam a participação, o andaimento e a colaboração entre eles para a aprendizagem da língua-alvo e, por fim, oportunizou-se aos docentes o conhecimento de um conjunto de tarefas colaborativas. Os dados foram gerados em uma escola municipal de Porto Alegre, em uma turma de nono ano do ensino fundamental. O projeto "As experiências locais na aprendizagem da língua espanhola como conhecimento de língua e cultura" continha uma variedade de tarefas colaborativas, com temas de estudo extraídos da realidade dos aprendizes. Essa proposta pedagógica foi desenvolvida em dois trimestres e integrou o planejamento da professora titular da turma, tendo feito, inclusive, parte da avaliação da disciplina e da autoavaliação dos alunos. Como suporte teórico, buscou-se apoio na teoria sociocultural de Vygotsky (1978, 1987,1988, 2000), Lantolf (2000, 2006, 2014), Lantolf e Poehner (2008), Mitchell, Myles e Marsden (2013), entre outros, nos estudos sobre cultura e interculturalidade de Fennes e Hapgood (1997), Abadía (2000) e Kramsch (1993, 1998, 2000, 2009, 2010, 2013), no ensino por projetos proposto por Hernández e Ventura (1998), Hernández (2004), Stoller (1997, 2002, 2006) e Sheppard e Stoller (1995) e nas tarefas colaborativas propostas por Wesche e Skehan (2002), Swain (1995, 1999, 2000, 2001, 2006), Swain e Lapkin (2001), Lima e Pinho (2007). Do ponto de vista metodológico, o cunho da pesquisa é qualitativo, interpretativista e intervencionista, por tratar-se de uma pesquisa-ação colaborativa, conforme Brandão (1981), Moita Lopes (1996), Telles (2002) e Richard (2003). Para gerar os dados, utilizou-se a gravação em áudio e vídeo, os textos escritos produzidos pelos estudantes, além de um registro em forma de diário contendo suas percepções acerca da aprendizagem da língua espanhola. Nos resultados, há evidências de que o projeto elaborado contendo várias tarefas colaborativas mostrou-se uma ferramenta potencializadora para a aprendizagem da nova língua, visto que os alunos puderam interagir entre si e colaborar para a aprendizagem linguística e intercultural. Aliado a isso, nos dados gerados há indícios de andaimento, já que os estudantes auxiliaram-se na realização das tarefas colaborativas, focando tanto no sentido como na forma da língua-alvo. Ademais, nas percepções dos participantes deste estudo, há evidências de que as tarefas colaborativas desenvolvidas favoreceram a aprendizagem da língua espanhola. / This doctoral dissertation presents the result a project for ninth grade elementary school students using collaborative tasks in order to promote the teaching-learning of the Spanish language and observe whether those tasks promote collaboration, scaffolding and linguistic and intercultural learning. The students’ perceptions about the classroom tasks and whether they believe these promote learning, enable participation, scaffolding and collaboration to learn the target language were examined. Moreover, the faculty was given the opportunity to learn a set of collaborative tasks. The data was generated at a municipal school in Porto Alegre with a ninth grade group of students. The project “The local experiences in the learning of the Spanish language as knowledge of language and culture” had a variety of collaborative tasks and the study topics were based on the learners’ reality. This pedagogical proposal was developed in two trimesters and it integrated the planning of the regular teacher of the class and it was part of the discipline assessment as well as the students’ self-assessment. For the theoretical framework, support was sought on the Vygotskian sociocultural theory (1978, 1987,1988, 2000), Lantolf (2000, 2006, 2008, 2014), Mitchell, Myles and Marsden (2013), among others; on the culture and interculturality studies of Fannes and Hapgood (1997), Abadía (2000) and Kramsch (1993,1998, 2000, 2009, 2010, 2013); on teaching through projects proposed by Hernández and Ventura (1998), Hernández (2004), Stoller (1997, 2002, 2006) and Sheppard and Stoller (1995) and on collaborative tasks Wesche and Skehan (2002), Swain (1995, 1999, 2000, 2001, 2006), Swain and Lapkin (2001), Lima and Pinho (2007). From the methodological standpoint, this is a qualitative, interpretivist and interventionist research, considering it is a collaborative action-research according to Brandão (1981), Moita Lopes (1996), Telles (2002) and Richard (2003). In order to generate the data, it was used audio and video recording, the written texts produced by the students and a record, in the form of a diary, which has their perceptions about the learning of the Spanish language. The results show evidence that the project, which had several collaborative tasks, demonstrated to be a potentiating tool to learn the new language, considering the fact that many students were able to interact among themselves and collaborate with the linguistic learning. Furthermore, the results show indication of scaffolding, since the students helped each other at the execution of collaborative tasks, focusing on the target language meaning as well as form. In addition, based on the students’ perceptions on this study, evidences indicate that the developed collaborative tasks did provide the learning of the Spanish language.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-18T13:34:29Z No. of bitstreams: 1 Isis da Costa Pinho.pdf: 4020024 bytes, checksum: e23e8e48a9a7db1bd90be0d18227c6d8 (MD5) / Made available in DSpace on 2015-04-18T13:34:29Z (GMT). No. of bitstreams: 1 Isis da Costa Pinho.pdf: 4020024 bytes, checksum: e23e8e48a9a7db1bd90be0d18227c6d8 (MD5) Previous issue date: 2013-03-27 / Nenhuma / A pesquisa em educação mediada por computador sugere que a tecnologia tem um grande potencial para o ensino-aprendizagem de línguas dentro de uma perspectiva colaborativa, já que potencializa o uso da língua e da tecnologia como fatores de mediação de construção e compartilhamento do conhecimento. Nesse contexto, uma educação de línguas de qualidade deve explorar as potencialidades das ferramentas digitais na promoção da interação social, em que os aprendizes são desafiados a mobilizar e transformar seus recursos linguísticos para construir conhecimento sobre a língua enquanto se esforçam para fazer sentido na língua estrangeira (LE). Assim, esta pesquisa caracteriza-se por ser um estudo de caso que visa investigar a produção de estudantes de graduação em Letras em tarefas colaborativas em inglês como LE em ambiente virtual, focando a mediação no processo de aprendizagem. A fundamentação teórica utilizada consiste de princípios da teoria sociocultural vygotskiana, a teoria dos sistemas complexos, de estudos na área de informática na educação e a pesquisa na aquisição de segunda língua e língua estrangeira. Os participantes dessa pesquisa foram alunos de graduação de Letras/Inglês de uma universidade particular do sul do Brasil. A geração de dados ocorreu em três encontros no laboratório de informática realizados para complementar a disciplina de Inglês 3 com uma sequência de tarefas colaborativas de produção oral através de recursos multimídia e ferramentas digitais online. O espaço virtual utilizado foi o wiki online PBworks por permitir a interação colaborativa e o compartilhamento da produção entre todos seus usuários. As tarefas colaborativas envolveram discussões de vídeos curtos do Youtube em inglês como LE pelos aprendizes a partir de questões de interpretação através da ferramenta de conversa eletrônica Skype. Após cada tarefa, as duplas foram chamadas a ouvir a sua gravação e refletir sobre a sua produção no Skype, a tarefa e a sua aprendizagem, processo colaborativo que foi também gravado. Ainda, no final dos três encontros, os aprendizes responderam a um questionário que procurou investigar as suas percepções sobre as tarefas realizadas e a experiência de uso da tecnologia na aprendizagem da LE. A análise dos dados focou cinco fatores de mediação da aprendizagem de LE, quais sejam, a colaboração, o andaimento, a metafala, a tarefa e a tecnologia. Os resultados deste estudo apontam para os benefícios de tarefas colaborativas apoiadas pela tecnologia para a aprendizagem de inglês como LE ao promover um ambiente de intensa exploração, aplicação e modificação de língua apoiadas pela construção conjunta de conhecimento a partir do foco no erro como oportunidade de aprimoramento da produção. Além disso, observou-se que o uso da tecnologia para aprendizagem de línguas possibilitou que os estudantes visualizassem as possibilidades pedagógicas das ferramentas e recursos para a sua futura prática docente. Finalmente, esta pesquisa pretende prover dados e discussão para a melhoria da pesquisa em Linguística Aplicada, Aquisição de Segunda Língua e Língua Estrangeira e Aprendizagem de Línguas Mediada por Computador, somando-se a estudos sobre tarefas colaborativas sob a perspectiva da teoria sociocultural e da complexidade. / Research on computer-mediated education suggests that technology has a great potential for the teaching and learning of languages from a collaborative perspective, since it enhances the use of language and multimedia as mediational means of construction and sharing of knowledge. Within this context, a quality language education should exploit digital tools’ potentialities in fostering social interaction, in which the learners are challenged to mobilize and transform their linguistic resources to build knowledge about language while they struggle to make meaning in the foreign language. Thus, this research is a case study that aims to investigate the production of undergraduate students in collaborative tasks in English as a foreign language (EFL) in a virtual environment, focusing on the mediation in the learning process. The theoretical framework used in this study consists of vygotskian sociocultural theory principles of learning, complex systems theory, studies in the area of computers in education, and second language and foreign language acquisition reserch. Participants in this study were undergraduate students of Languages/English from a private university in southern Brazil. The data generation was carried out during three classes in the computer lab designed to complement the discipline of English 3 with a series of oral production collaborative tasks through online multimedia resources and digital tools. For the virtual space it was used PBworks wiki as it enables collaborative interaction and sharing of production among all its users. The collaborative tasks envolved EFL chat discussions of Youtube short videos by the learners in pairs based on comprehension questions over Skype. After each task, the dyads were asked to listen to their recordings and reflect on Skype upon their production, the task, and their learning, a collaborative process that was recorded too. Still, in the end of the three classes students answered a questionnaire designed to investigate their perception on the tasks done and the whole experience of using technology to learn a FL. Data analysis focused on five mediational factors of EFL learning, i. e. collaboration, scaffolding, metatalk, task and technology. The results of the present research point to the benefits of collaborative tasks for EFL learning as they fostered an environment of intense exploration, application and modification of language supported by the joint construction of knowledge from focus on error as an opportunity for production improvement. Moreover, it was observed that the use of technology for language learning allowed students to visualize the educational possibilities of tools and resources used for their future teaching practice. Finally, this research intends to provide data and discussion for the improvement of research in Applied Linguistics, Second and Foreign Language Acquisition and Computer-Mediated Language Learning, adding to studies on collaborative tasks from the perspectives of sociocultural and complex systems theory.

This thesis explores the influence music has on learning a foreign language. The purpose of the thesis is to find out if rhythm and music encourage students to learn French grammar, and more precisely how to conjugate verbs. We have created a rap-style learning technique to assist in conjugating the verbs “être” (to be) and “avoir” (to have). We then taught two different lessons to each grammar in this context: one with the “rap-method” and one without rhythm, which is a more classic approach. The students, who are all beginners of the French language, come from a school in the south of Sweden. After the two lessons we conducted a comparative study where we asked the students which lesson was the best. To support our study, we present theories based upon the connection between language learning and music. The two theories are: L’Apport de la musique dans l’apprentissage d’une langue étrangère (2012) written by Camille Jedrzejak and Sensibiliser les enfants à une langue étrangère par le biais d’une activité musicale (2008) by Pamula Malgorzata. The study showed that music has a value in foreign language learning and that students learned better the materiel during the “rap-method” than during the other, more classical method. Grammar lessons are often considered as boring and the students don’t like them. Changing them into a more playful method could get them more interested to learn. The theories in action reap positive results and could be used more in language-learning than they currently are. It turned out that the “rap-method” is a good method to learn grammar.

Η παρούσα έρευνα συνιστά μια κριτική βιβλιογραφική επισκόπηση της Διγλωσσίας και της Δίγλωσσης Εκπαίδευσης έτσι ώστε να καταφανούν μέσω μιας συστηματικής περιγραφικής αξιολόγησης οι διεπιστημονικές θεωρήσεις αυτού του ερευνητικού πεδίου. Μια μεθοδολογική ποιοτική καταγραφή εκατό αγγλικών άρθρων αποτελεί μια βάση δεδομένων η κριτική παρουσίαση και ερμηνεία της οποίας καταδεικνύει εκείνους τους κοινωνικο-πολιτισμικούς και γνωστικούς παράγοντες που αλληλεπιδρούν έτσι ώστε το δίγλωσσο υποκείμενο έρευνας, ο δίγλωσσος μαθητής, να κατασκευάσει νόημα για έναν κόσμο που ως συνεχές υπόκειται σε μια ποικιλία κοινωνικών αλλαγών. / This paper constist a multifactorial research on Bilingualism and Bilingual Education. A Critical Review of an electronical basis of data, a hundrend of English articles, demonsrate the qualitive aspects of a multicultural phenomenon which is characterized by the notion of the interdisciplinarity. The interaction between cognitive and sociocultural factors by which bilingual student try to construct meaning for a world that as a continuum subject to a variety of social changes.

This is a qualitative and context-specific study into the meaning and value attributed by older people to learning a foreign language in their own time and for reasons mainly unconnected to attainment and qualifications. There appear to be two common misconceptions of the British as language learners. The first is that they are ‘language barbarians’ (Tomlinson, 2004), ever ready to rely on the global dominance of English as a lingua franca and unwilling to learn other languages. The second is that learning a language voluntarily and for leisure purposes (‘leisure language learning’) is regarded as essentially frivolous and of little value. Equally much scholarly research, especially concerning second language acquisition (SLA), implies that language learning is a relatively unsuccessful and difficult endeavour for adults. This study challenges these views. Far from being reluctant ‘language barbarians’, who find learning another language onerous and unrewarding, the findings suggest otherwise. The older (aged 45+) adult learners in this enquiry are not only resoundingly positive about ‘leisure language learning’ but they derive significant benefits in many areas of their lives from learning, of their own volition, and seemingly against the odds. These benefits include but extend beyond functional transactions, such as ordering food when abroad. Participants’ perceptions of the personal value of ‘leisure language learning’ include its role in providing and facilitating: mental stimulus and wellbeing; improved communication; fewer risks when travelling; a repositioning of the self; a purposeful pastime; cultural enrichment; awareness of the ‘other’, as well as the various benefits of social interaction. Wider advantages for society in general are also implied. Empirical data were collected by means of in-depth, conversational interviews, exploring participants’ personal histories of encounters with and learning foreign languages. A hermeneutic ‘fusion of horizons’ (Gadamer, 2001) has then allowed for a more comprehensive and multi-faceted interpretation and understanding of the experience of adult ‘leisure language learning’ in community settings. The resulting text describes the nature and essence of the phenomenon of ‘leisure language learning’ embracing its meaning for, and impact upon, older adults. This incorporates a way of thinking regarding language pedagogy which goes beyond the usual ‘commonplaces’ and ‘discourses of performance, competency and skills’ (Phipps, 2007:2), common to much SLA and linguistic research. At the same time a deeper appreciation of the adult language learning experience is more likely to engender a ‘tactful’ and ‘action-sensitive pedagogy’ (van Manen, 1997:168-169): responsive to learners’ expectations and motivation, and taking their backgrounds and routes to learning into account.

This essay focuses on what impact developmental dyslexia has on assessment and grading in the second language teaching of English in the Swedish educational system. The data presented in this essay are based on six semi-structured interviews with English language teachers of lower and upper secondary schools from the south-eastern parts of Sweden. The interviews were conducted in Swedish, and the collected data have been translated into English. The inquiries of the interviews focused on the teachers' awareness of dyslexia and its impact on learning and teaching, as well as how they worked with and their considerations made when assessing and grading dyslexic pupils. The interviews specifically enquired what particular challenges arose in the assessment and grading process, what provided aid, and what could be done to provide further relief during this process. The results show that the assessment and grading of dyslexic pupils is similar to the general practice. The teachers do, however, accommodate the dyslexic pupils' needs in the teaching and carefully consider their difficulties when assessing and grading. The teachers use, for example, spelling programs and such technical aids to help them, to some extent, disregard dyslexic difficulties while assessing. However, results show how the teachers are not able to transfer their awareness of dyslexia and its implications into the assessment and grading situation, suggesting that the teachers' own ability to assess dyslexic pupils is somewhat inadequate.

SUMMARY: This work deals with the learners' use of English learning strategies of lower secondary school from Základní škola Botičská and Lauderovy školy, Prague. It discusses the teachers' support of these strategies and represents self-evaluation reports of both schools. The theoretical part defines the concept of self-evaluation in the school environment, describes the strategy of foreign language learning in terms of their importance, inclusion, application in teaching environment and especially their classifications. The practical part contains the results of the self-evaluation reports of Lauderovy školy and ZŠ Botičská, comparison of these results and comparison with the results of the Czech Republic. It also suggests possible follow-ups and recommendations for teachers that are established on the self-evaluations results. The work is based on a questionnaire "Strategy of foreign language learning", which is based on the original English version "Young learners'Language Strategy Use Survey" from A. D. Cohen and R. L. Oxford.

Tato diplomová práce pojednává o využití algoritmu Dynamic Time Warping (DTW) pro automatické hodnocení výslovnosti anglického jazyka. Práce se zaměřuje na vylepšení již existující aplikace pro výuku výslovnosti, a to ve třech oblastech: uživatelské rozhraní, samotný algoritmus a korektivní zpětná vazba uživateli. První část se věnuje přehledu technik používaných v této oblasti, následně je představen nový design uživatelského rozhraní, popsán navržený systém a experimenty. Experimenty se zaměřují na problematiku detekce chyb na úrovni fonémů, na detekci chyb v primárním důrazu na úrovni slabik a na hodnocení intonace na úrovni slov. Všechny použité metody jsou navrženy tak, aby poskytovaly korektivní zpětnou vazbu uživateli. V poslední části je popsáno, jak byly všechny tři vylepšené oblasti aplikace otestovány.

Elevers motivation samt kunskapsmässiga och framtida mål i spanska undersöks utifrån enkätsvar från 77 gymnasieelever i steg 3 och 4 samt intervjuer med två elever i steg 5. Arbetets teoretiska ramverk utgörs av tre motivationsteorier: self-determination theory (Deci & Ryan, 1985) med begreppen inre och yttre motivation, the socio-educational model (Gardner, 2001) med begreppet integrativ motivation och L2 Motivational Self System (Dörnyei, 2009) med begreppet ideal L2 self. Resultatet visar att cirka hälften av informanterna känner sig motiverade av att läsa spanska och det är främst på grund av yttre betingad motivation via meritpoäng och betyg. Dock har runt två tredjedelar som mål att resa till spansktalande länder och prata med målspråkstalare, som kan härledas till en integrativ motivation. Drygt hälften av informanterna tror att de kommer kunna bra spanska i framtiden, vilket indikerar en stark framtidsinriktad språklig självbild. / Students’ motivation, knowledge targets and future goals in Spanish are studied based on questionnaires completed by 77 students enrolled in stage 3 and stage 4, as well as interviews with two students in stage 5. The theoretical framework consists of three motivational theories: Self-determination theory (Deci & Ryan, 1985) with the concepts of intrinsic and extrinsic motivations, the socio-educational model (Gardner, 2001) with the concept of integrative motivation and L2 Motivational Self System (Dörnyei, 2009) with the concept of ideal L2 self. The result shows that nearly half of the respondents feel motivated studying Spanish, mainly due to extrinsic motives, such as merit points and grades. Furthermore, about two-thirds aim to travel to Spanish-speaking countries and communicate with target language speakers, which is considered an integrative motivation. About half of the respondents believe that they will speak Spanish well in the future, which indicates a strong future-oriented self-image in their language study.

In this paper we explore language learning in relation to motivation. The correlation between teachers' didactic choices and their relation with the learners is crucial to create motivation. When we did our research of how these things correlated, we mainly focused on the effects that CLIL (Content and Language Integrated Learning) and CBI (Content Based Instruction) had on motivation among learners. We used the database ERIC and searched for articles relating to CLIL, CBI, ESL (English as a Second Language) and motivation. We discovered that CLIL and CBI are teaching methods that allow the teacher to find subjects that are interesting to the students and use these to build motivation among the learners. Motivation grows by interactions and an understanding about the subject. We found a wide range of research that supported the approach of implementing CLIL and CBI in language learning. As a result of our findings we propose greater consideration in Swedish schools regarding the use of CLIL and CBI.