京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第21471号 / 人博第872号 / 新制||人||209(附属図書館) / 2018||人博||872(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 高橋 幸, 教授 桂山 康司, 准教授 DALSKY,David Jerome, 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

Thesis (MLitt)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Linguistic scholars have been exploring an effective, contextual and multidisciplinary approach to language education, following the global increase in multilingual societies. This study aims to explore properties of writing related to genre-based literacy in Siswati as a first language for learners in South Africa in a multilingual context. The research is concerned with the properties of writing in Siswati at the high school level and the instruction associated with it. In reality, the educational context of the learners entails that English is the language of instruction or an educational lingua franca in all subjects in schools with learners who have an African language as home language, although English is a second language (L2) for most learners. Therefore, the learners’ first language (L1) is only taught as a subject. In this situation, learners and teachers are faced with problems of language (L2) proficiency. According to the South African language policy, all national languages spoken in South Africa should be prioritized in education. This study advances a proposal for a multilingual approach in education through genre-based teaching. Hence, this study presents an investigation of the implementation of genre in the home language classroom context in respect to the textlinguistic features of agricultural sciences genres. The genre-based theoretical framework and related methodology is explored and elaborated in this study with regards to how Siswati first language learners can be taught linguistic skills acquired in their mother tongue Siswati to writing in content subjects, e.g. biology. The methodology of this study involves the translation of six agricultural science texts for Grade 12 which are then analysed according to systemic functional linguistic (SFL) grammar. The study also investigates issues and challenges in multilingualism and Education policy. The findings of this study present support of the view of the transfer of genre-based skills in texts across the curriculum. / AFRIKAANSE OPSOMMING: Taalkundiges het oor die afgelope jare ‘n doeltreffende, kontekstuele, multidissiplinêre benadering ondersoek tot taalonderwys, gegee die wêreldwye toename in meertalige gemeenskappe. Die studie het die doelwit om die eienskappe van skryf te ondersoek soos wat dit verband hou met genre-gebaseerde geletterdheid in Siswati, as ‘n eerste (huis) taal vir leerders in Suid-Afrika in ‘n meertalige konteks. Die navorsing hou verband met die eienskappe van skryf in Siswati op hoërskoolvlak en die onderrig daarmee geassosieer. In die werklikheid van die onderrig is Engels oorwegend die medium van onderrig in vakke in skole waar die leerlinge hoofsaaklik ‘n Afrikataal soos siSwati as eerste (of huis) taal het, alhoewel Engels ‘n tweede (of addisionele) taal is van die leerders. Gevolglik word leerders slegs in hulle eerste taal onderrig in die taalvak (van die spesifieke Afrikataal) self. In hierdie medium van onderrig situasie (waar leerders se tweede/ addisionele taal gebruik word vir die onderrig van inhoudsvakke) word sowel leerders as onderwysers gekonfronteer met die probleem van onvoldoende tweede taal (Engels) vaardigheid. Volgens die nasionale taalbeleid in Suid-Afrika, behoort alle nasionale tale in Suid-Afrika voorrang te geniet in onderwys. Hierdie studie betoog vir ‘n meertalige benadering in onderwys deur gebruik van die genre-gebaseerde benadering. Aldus, bied hierdie studie ‘n ondersoek van die implementering van teksgenres in die huistaal-klas konteks ten opsigte van die teks-linguistiese kenmerke van verskillende genres in landbouwetenskappe. Die genre-gebaseerde teoretiese raamwerk en verbandhoudende navorsingsmetodologie word ingespan in hierdie studie met betrekking tot hoe die tekslinguistiese vaardighede, onderrig aan siSwati eerstetaalleerders soos opgedoen in die onderrig van hulle huis (of eerste) taal, uitgebrei kan word na inhoudsvakke soos landbouwetenskappe. Die metodologie gebruik in hierdie studie behels die vertaling in Siswati (vanuit Engels) van ses landbouwetenskaptekste vir Graad 12, wat dan ontleed word volgens die sistemiese funksionele linguistiek (SFL) model wat onderliggend is aan die genre-gebaseerde benadering. Die studie ondersoek voorts vraagstukke en uitdagings rakende taalbeleid en –beplanning in onderwys. Die bevindinge van hierdie studie bied ondersteuning van die standpunt van die oordrag van genre-gebaseerde vaardighede in tekste oor die kurrikulum heen. / SiSWATI ABSTRACT: Bongcongcoshe betilimi bebasolo baphenya indlela yefufundzisa lulwimi lesebenta kahle, lohambelana nesimo, nalosebenta etifundvweni tonkhe letiniketwa esikolweni, kulandzela kutsi emhlabeni wonkhe jikelele sibalo semimmango lecuketse tive letehlukene netilimi letehlukene siya ngekukhula. Lombhalo uhlose kucwaninga timphawu letihambelana nelwati kutemfundvo eluhlangotsini lwekubhala ngekusebentisa tinhlobo temibhalo elulwimini lweSiswati, lolululwimi lwemdzabu/lwekucala kulabanye bafundzi eNingizimu neAfrika esimeni lesinetilimi letinyenti. Lombhalo lona ukhatsatwe yindzaba yekubhala kubafundzi belibanga lelisetulu, libanga lelishumi nakubili nendlela lebafundziswa ngayo. Ecinisweni, bafundzi basesimeni lapho khona Singisi sisetjentiswa njengelulwimi lwekufundzisa tonkhe tifundvo letinemtsamo noma ke lulwimi lolusetjentiswa esikolweni etifundvweni tonkhe kantsi phela Singisi akusilo lulwimi lebalumunya ebeleni labafundzi. Ngaleso sizatfu, lulwimi lwemdzabu lwalabafundzi lufundziswa kwangatsi lusifundvo phaca njenge lwati lwendalo yonkhana, isayensi. Esimeni lesinjengalesi bafundzi nabothishela bahlangabetana nebulukhuni ekucudzelaneni nalabanye babe basebentisa Singisi. Ngekubeka kwemitsetfo yetemfundvo eNingizimu neAfrika, tonkhe tilimi letisemtsetfweni letifaka ekhatsi tembuso wase Ningizimu neAfrika, tebachamuki, temdzabu, naletihlanganisa emave ngemave tinelilungelo leliphelele lekusetjentiswa esikolweni. Loku kusetfulo sendlela yekufundzisa leshwambakanya tilimi letinyenti, lesolo ingakacali kusetjentiswa. Kungako lombhalo uhlolisisa kutsi ingasetjentiswa njani indlela yekufundzisa ngetinhlobo temibhalo endlini yekufundzisa. Luhlaka lwemdvwebo wekufundzisa ngetinhlobo temibhalo kanye nendlela lekufundziswa ngayo kunconywe ngu (Christie na Derewianka (2008), (Knapp na Watkins (2005), (Martin na Rose (2008), (Rose na Martin (2012), na (Feez na Joyce (1998). Loluhlaka lubuke kutsi simo sivuma kanganani kutsi bafundzi labaceceshwe eSiswatini basebentise emakhono elulwimi lwemdzabu ekubhaleni etifundvweni letinemtsamo, njenge bhayoloji. . Indlela lelandzelwe ekusebenteni lombhalo ifaka ekhatsi kuhunyushwa kwetinhlobo temibhalo letisitfupha letitsetfwe encwadzini yelwati lwendalo kutekulima yelibanga lelishumi nakubili.Lemibhalo iyahlatiywe ngenhloso yekutfola emasu latfolakala elulwimini lweSiswati labhekene nekusebenta kwelulwimi nakukhulunywa ngekwakhiwa kwemisho, tinhlobo temisho, nekuhlanganiswa kwemisho; emasu lasetjentiswa ekwendluliseni tinkhulumo kubalaleli betigaba letehlukene, kanye nemasu ekuhlanganisa emagama kuze akhe umbhalo lonemcondvo lophelele nalovakalako. Ngetulu kwaloko, lombhalo lona uhlolisisa indzaba yekufundzisa leyengamela tilimi letehlukene kanye nemtsetfo wetemfundvo. Lombhalo wetfula indlela yekucecesha bafundzi ekubekeni imibono nemicabango yabo ephepheni, lekuyindlela lesebenta etifundvweni tonkhe letinemtsamo, letifundziswa etikolweni.Lombhalo futsi uphenculula luphikiswano netinsayeya letihambelana nekusetjentiswa kwendlela yekufundzisa lefaka ekhatsi tilimi letehlukene nemtsetfo wetemfundvo. Imiphumela yaloluphenyo kulesifundvo iniketa siciniseko sebukhona nekusebenta kwemasu lahambelana nendlela yekufundzisa ngekusebentisa tinhlobo temibhalo kulo lonkhe luhlelo lwetifundvo. Loku kugcwalisa inhloso yalombhalo lona.

Μελετάται η αποτελεσματικότητα της επιμόρφωσης των εκπαιδευτικών σε επίπεδο γνώσεων και δεξιοτήτων ως προς την εφαρμογή των αρχών της Παιδαγωγικής του Γραμματισμού με βάση τα κειμενικά είδη στο γλωσσικό μάθημα στο δημοτικό σχολείο πριν και μετά την μετεκπαίδευσή τους στο Διδασκαλείο Πατρών. / We study the effectiveness of teacher training in knowledge and skills in the application of the principles of genre based literacy Pedagogy in language lesson in elementary school before and after postgraduate studies in the College of Education in Patras (Didaskalio).

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22538号 / 人博第941号 / 新制||人||224(附属図書館) / 2019||人博||941(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 PETERSON Mark, 准教授 中森 誉之, 准教授 勝又 直也, 教授 西山 教行 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

In this compilation licentiate thesis, two studies, concerned with genre and genre-based writing, are synthesized and discussed. Genres are often used as a pedagogical device for teaching the writing of educationally valued texts. The focus is on what is here termed genre metastability, a conceptual tool for understanding how these genres can appear both as fixed and as flexible, that is, offering both constraints and creativity for writing. The findings, based on a case study into genre-based history instruction, show how these, ostensibly opposing aspects, coexist in teaching and that they can be productively put to use by teachers as a means of differentiating instruction. Further, the thesis explores how the fixed/flexible dynamic can be used as a tool for understanding how similar types of history texts can offer diametrically opposed historical understanding of content. These findings have implications for teachers, teacher educators, and (history) textbooks in terms of a deepened understanding of how, or rather when, genres constrain, and when they foster creativity.

No description available.

Contemporary notions of literacy understand communication as a culturally, historically, and socially situated practice of using and interpreting a variety of linguistic and semiotic resources as they combine within oral and written textual genres to fulfill particular social goals within a given cultural context (Gee, 1998, 2012; Cope & Kalantzis, 2000; Kern, 2000; Kramsch, 1993, 1995; New London Group, 1996). These more recent views of literacy have important implications for foreign language (FL) teaching, and call for pedagogies which promote language learning as a socially and culturally situated practice. Despite this, lower level FL teaching in the US continues to feature instructional practices that promote decontextualized, transactional language usage with attention skewed toward oral communication (Byrnes, Maxim, & Norris, 2010; Kern & Schultz, 2005; Schulz, 2006) through materials that locate conversations in students' own contexts rather than in target language discourse contexts (Liddicoat, 2000; Magnan, 2008b). Further, foreign language (FL) departments contain bifurcated curricula where lower-level (LL) courses rooted in instrumental views of language focus on skills of communication, and upper-level (UL) courses primarily center around the study of canonical literature. In 2007 an Ad Hoc Committee of the Modern Language Association (MLA) problematized these divisions, calling upon departments to transform traditional structures toward a more coherent curriculum where language, culture, and discourse are taught holistically (MLA, 2007).This dissertation responds to this call with a curricular design project for intermediate collegiate-level French through a Global Simulation (GS) carried out through a genre-based approach and a Pedagogy of Multiliteracies (New London Group, 1996). For the duration of the course, students adopted character roles through which they enacted contextually- and identity-bound discourse styles within a culturally-grounded fictitious world. Informed by sociocultural theory, this research took a socio-constructivist qualitative approach to analysis of data from learner artifacts, participant written reflections, semi-structured interviews, and questionnaires to explore learners' responses to this fusion of pedagogies from three perspectives: 1) how prior experiences combined with goals and beliefs about language shaped learners' engagement and learning outcomes, 2) how the characters, context, tasks, and textual genres worked in combination to evoke situated language use, and 3) how character-adoption and reflective engagement with LC2 textual meanings invited cross-cultural perspective-taking in the discussion of contemporary social issues. Findings from these three inquiries demonstrate that despite the prevalence of traditional beliefs about language, culture, and FL study, learners are indeed inclined to adapt to new instructional contexts. Further, the combination of pedagogical activities - character, texts, tasks, and critical reflection - can foster second language learners' abilities to recognize culture, context, and identity in communication, and to appropriate language and other symbolic forms selectively for communication of particular meanings across different discourse contexts. These findings point to both the viability and the need to continue ongoing efforts to shape FL curricula and materials in ways which recognize the integral links between language, culture and discourse.

The purpose of this study was to examine how teachers conduct their teaching to be language developing, and how they in a practical way work with semi-speaking students who have language deficits in the Swedish language and / or their native language. To carry out this study, I used qualitative interviews as a method and I have interviewed six teachers working at a high school. The school that these teachers work at execute a language developing teaching throughout all the courses in the school. All teachers have a similar idea of what language developing work is, however, how they go about and what is emphasized most in the teaching differs. The reason for this is because these teachers have different experiences with the language developing teaching. These professionals agree that this approach is very important and that all teachers, regardless of subject, should work in a language developing way, in parallel with the rest of their subjects. They also agree that this approach benefits both immigrant students and ethnic Swedish students. Another way for these teachers to work language developing has been to work with genres. Since the teachings of genres include language and subject content integration, this has been a way to expand their language developing teachings. One clear approach in their teaching has been to support their pupils, which is a central point within the genre-based pedagogy. The reason for the support is to stimulate the pupils and to make their education easier and more approachable, without lowering the standards of the content being taught. Thus making the teaching more adapted to the needs of every individual.

The main purpose of the research was to investigate the effectiveness of genre-based approaches in teaching academic writing. The study was motivated by the researcher's perceptions about university students' difficulty in acquiring the essayist literacy of the academy, and the fact that very little empirical research had been conducted on the effect of genre-based writing interventions. The following questions guided the research: (1) Can genre-based approaches be justified theoretically? (2) How effective are genre-based academic writing interventions? (3) Which is more effective: a narrow-angled or a wide-angled approach? The theoretical framework combines foundational principles of Systemic Functional Grammar, Constructivism and Critical Literacies. A mixed methods design was used, including a survey of writing tasks, genre analysis, discourse analysis, and a quasi-experimental comparison of pre- and posttest essay ratings. The survey of writing tasks indicated that the academic essay was the written genre most frequently required by humanities departments, and that argumentation, discussion, explanation, description and analysis were the text types featuring most prominently in writing prompts. Since the materials of the Department of Historical and Heritage Studies contained the largest number of essay-length tasks, the subject-specific intervention was focused on students of history. The cross-disciplinary group included students with Economics, English, History, Philosophy, Political Sciences, Psychology and Sociology as majors. A genre-based presyllabus, comprising exploration, explicit instruction, joint construction, independent construction and critical reflection, was customized for the subject-specific and cross-disciplinary groups. The syllabus gave prominence to the use of rhetorical modes, logical development of an argument, and engagement with other authors. The statistical analyses of the essay scores show that the narrow-angled and the wide-angled genre-based interventions were effective. Although the size of the improvement on the four dimensions of the scoring instrument was not equal, the overall improvement of the students in each of the groups is statistically significant. Despite the more modest overall improvement of the students in the cross-disciplinary group, their mastery of stance and engagement exceeded that of their subject-specific counterparts. Even though both interventions were effective the subject-specific group performed significantly better than the cross-disciplinary group overall (p = 0.043). Their performance was also more consistent across the four dimensions of the scoring instrument. The results of the opinion survey indicate that students from both groups were generally positive about the effect of the respective interventions on their academic writing abilities. The only significant difference is the subject-specific group's more positive evaluation of the transferability of the skills they acquired. The more pronounced skills transfer was probably facilitated by the subject-specific group's deeper level of engagement with source materials and more opportunities for practising content-based writing. Main limitations of the study include the small sample size and non-parallel presentation of the two interventions. / Thesis (DPhil)--University of Pretoria, 2009. / Unit for Academic Literacy / Unrestricted

A large portion of network resources is consumed by video traffic, and this increasing demand causes challenges in the area of video coding. As the expectations for high-quality video grow the required bitrate rises in accordance, which motivates research on lowering bitrates. This research investigated the question: How can genre-based video transcoding (using x265) be improved for animated Video On Demand-content, to maintain the subjective quality of the current profile at a lower bitrate? A transcoding profile for animated content was created with an improved motion estimation technique and an experimental change of AQ mode. A double-blind AB test was conducted where the users were exposed to 10 video pairs transcoded with the old and the new transcoding profile and chose their preference. 570 people participated. Results show that for most instances people barely saw any difference between the profiles, but a small difference in perceived quality for 2D and 3D content. Consequently, it appears that there is a potential for reducing the bitrate for animated content but further exploration is required to draw statistically significant conclusions. / En stor del av nätverksresurserna används till videotrafik, och denna ökande efterfrågan medför utmaningar inom området videkodning. När förväntningarna på högkvalitativ video ökar stiger den krävda bithastigheten i enlighet, vilket motiverar forskning kring låga bithastigheter. Denna forskning undersökte följande fråga: Hur kan genrebaserad videotranskodering (med hjälp av x265) förbättras för animerat Video On Demand-innehåll, för att bibehålla den subjektiva kvaliteten hos den nuvarande profilen med en lägre bithastighet? En transkoderingsprofil för animerat innehåll skapades med en förbättrad motion estimation-teknik och en experimentell förändring av AQ-läge. En dubbelblint AB-test genomfördes där användarna exponerades för 10 videopar transkoderade med den gamla och den nya profilen, och valde sin preferens. 570 personer deltog. Resultaten visade att för de flesta instanserna såg deltagarna knappt någon skillnad mellan profilerna, men en viss skillnad i upplevd kvalitet för 2D- och 3D-material. Följaktligen verkar det som om det finns potential att minska bithastigheten för animerat innehåll, men att detta måste undersökas ytterligare för att dra statistiskt signifikanta slutsatser.