This study investigated the effects of recasts, a frequently provided type of oral feedback in language teaching, on the production of English question forms in second language (L2) learning. Despite the large number of studies which have examined the effects of recasts, mixed views exist as to their usefulness as a corrective feedback technique. The present study has continued the investigation into whether their frequent use is justified and also if learners actually perceive recasts as being corrective in nature. The focus of this study is to explore developmental effects, both immediately following and delayed, of recasts while considering these two key aspects. The primary aim is to explore delayed benefits of recasts while the secondary aim is to investigate whether or not these learners perceived the feedback as a correct version of their incorrect question form. The study involved 34 English as a second language (ESL) learners from various first language (L1) backgrounds who were enrolled in a general English programme, at an Auckland language school. The participants completed demographic questionnaires and took part in task-based interaction sessions, with the members of the experimental group receiving input containing intensive recasts. The proportion and types of questions produced in the immediate and two delayed post-tests were compared and analysed to consider whether exposure to recasts was beneficial. The main findings suggest that for more advanced question types, interaction with intensive recasts may be more effective than interaction alone, for delayed L2 development, despite only weak support in the literature. On the other hand, similar positive effects on immediate question production are not strongly evident. Therefore, the results in this study add support to the claim that recasts may be beneficial for delayed second language acquisition (SLA), when the linguistic target is questions, even when these recasts do not seem effective immediately following exposure. Furthermore, awareness of negative evidence was indicated, which may have contributed, in part, to the positive delayed findings. Finally, these results suggest that recasts can be an effective pedagogical tool in the communicative L2 classroom when providing linguistic feedback in a way that does not unduly disrupt the flow of the interactive task. Practical suggestions for future research were also identified.

The population of the parishes under the supervision of the Presbytery of Cupar increased continually until 1851 aid until I841 an ever larger proportion of the inhabitants of the area found employment in the textile trade. Food prices were subject to fluctuation but while wages on the whole tended to rise the remuneration of textile workers deteriorated. Politically the Reform Act of 1832 was widely supported in the area which was transformed by it from a tory to a whig stronghold but dissatisfaction with that legislation created widespread support for the chartist movement among the unenfranchised. In 1793 the Established Church dominated the area through its nineteen Kirk Sessions but the congregations of the Secession & Relief Churches increased in member and the union of these denominations created, a body with only a few less congregations than the national church while the appearance of the Free Church made the establishment the place of worship of a minority group. Membership of these three sects was drawn from all classes of society. All the denominations engaged in the rebuilding of churches the architecture of which became increasingly elaborate as the nineteenth century advanced and architects of national fame were employed in their design. The internal equipping and appearance also underwent change as aids to comfort and beauty and revised ideas regarding the celebration of the sacrament of communion were incorporated into their structure. The financial provision for the parish churches fell on the heritors and was controlled by statute but in other denominations the generosity of the members provided for all the needs of the church. The rejection of the Westminster Confession of Faith's definition of the relationship between church and state eventually led to an attack on the Established Church's position in relation to the civil law and particular to the legal provisions for the financial support of that body. Concurrently with this attack a dispute within the establishment over the law of patronage led to the Disruption of 1843. Other disputes took place but the period was also marked by two important unions, that of the New Lights of the two branches of the Secession Church and of the United Secession and Belief Churches. Ministers and elders of all denominations shared a common background although the method of their election differed, dissenters generally being chosen by popular election, while in the parish churches the popular voice only became important after 1830. The functions of the church also underwent change. While worship followed generally the pattern set out in the Directory of Worship communion practice underwent modification and discipline relaxed appreciably. During the period, too, the responsibility for the provision of poor relief aid the supervision of education was removed from the church which became a purely religious body.

Informed by an interpretive framework of research, this study explores the challenges encountered by six Arab students enrolled at an English-medium American university in the UAE, who are all non-native speakers of English and share the common desire to develop fluent control of the academic literacy practices that will ensure their success in their undergraduate careers. In addition to exploring the nature of challenges the students encounter, the study also aims to illuminate the impact of going through these challenges and the role played by social context dynamics in the development of each participant’s identity. I used frequent in-depth interviews conducted regularly with each student participant throughout an entire academic year, document analysis, and interviews with the professors as the main methods of data collection for this study. The findings highlighted the importance of three factors in forming the students’ perspectives on the academic literacy requirements: the perceived significance of grades, weakness in reading and writing skills, and doubts about the contribution of these requirements to their general academic and professional development. Starting their academic journey with this perspective, the students faced a number of challenges such as lack of time, transition to English medium of instruction (EMI) at undergraduate level, adapting to the changing requirements of academic reading and writing practices across the curriculum, using the library and doing research, and building socio-academic relationships. They tried to cope with these challenges first through studying for extended periods of time, using several corner-cutting strategies, and finally consulting with knowledgeable others and developing assignment-specific study strategies. While going through these experiences did not change the students’ initial perspective on the academic literacy requirements, eventually they got better at responding to these requirements, though they continued to question their purpose. The findings also highlight the impact of the above mentioned experiences on the students’ construction of identity. Their declining academic standing and the difficulties they faced in building socio-academic relationships led the students to develop an identity of deficiency and incompetence, standing in contrast to their former view of self. This emerging identity was partly constructed by the real difficulties they faced and also reinforced by others in their new discourse community, directly or indirectly. Nonetheless, certain literacy practices that they could relate to and that supported their understanding and performance through pair/group work, regardless of the grades they received, helped many of the participants overcome this negative sense of self to some extent. However, the identity of deficiency and incompetence manifested itself throughout the whole study in the cases of two participants who were required to take a non-credit remedial course in spring. Finally, the analysis of the interviews with the professors highlighted the discrepancy between their expectations and students’ knowledge of the required academic literacy demands. It was also revealed that many of the professors were not fully aware of the struggles students go through to meet the expectations. These findings emphasize the significance of understanding the complex nature of challenges undergraduates face and the problem with a remedial approach. Based on the findings and their implications, it is suggested that an inclusive curriculum-integrated model of academic literacy instruction could help English-medium higher education institutions in the UAE to address students’ academic literacy development needs more effectively, thereby saving them from most of the challenges described earlier as well as the identity adjustments brought about by those challenges. Other recommendations include an increased emphasis on academic reading instruction, more effective reading and writing assignments, helping students build effective socio-academic relations and positive identities, enhancing communication and collaboration between English language/writing experts and academic staff in the disciplines, and eliminating non-credit, remedial course requirements for students who are on academic probation.

This thesis is based upon a longitudinal study of L1 attrition in two bilingual teenage siblings, J and her older brother S, with Korean as their L1 and English as their L2. The two teenagers' initial exposure to English occurred at the age of 9. When the two siblings began to have sustained exposure to and immersion in an English L2 environment, they were at the postpubertal age. They had been attending high school in a Mid-Western city in the U.S for about two years when the study was conducted. The longitudinal study addressed three main questions. The first question concerned the siblings' language (L1 and L2) development, language dominance and cross-lingusitic influence from a bidrectional perspective. The second question examined the evidence for L1 attrition in relation to lexis, morphology and syntax, and their relative levels of vulnerability. The third question examined the role of extra-linguistic factors in the process of L1 attrition. In order to address the above questions, the two siblings were observed in their home over a period of 8 months. The data for the longitudinal study included the siblings' (i) spontaneous speech interactions in the home (ii) oral narratives in the L1 and L2 and (iii) their responses to a language background questionnaire. The results showed that the two siblings' English L2 developed and improved over time, but that they continued to maintain their L1 (Korean) as their dominant language. The evidence from both siblings' L1 and L2 use supported bidirectional cross-linguistic influence (i.e. from the L1 onto the L2 and from the L2 onto the L1). L1 attrition occurred only minimally in relation to morphology (e.g. honorification, case particles, classifiers, and plural marking) and lexical choice, while the siblings' L1 syntax remained relatively stable over time. Overall, the siblings were largely successful in maintaining their L1. In part, this was because their L1 was already firmly established or entrenched, as their immersion in an L2 environment occurred only when they were older (around puberty). Furthermore, their frequent use of their L1 for social networking, along with their positive attitudes toward their heritage language, also played a crucial role in maintaining and stabilizing their L1. Finally, the theoretical and practical implications of the findings of the present study, as well as recommendations for the future research are discussed.

Throughout the history of language teaching and its pedagogy, many researchers have turned a blind eye to the pedagogical role of the first language (L1) in the second language (L2) classroom. However, the pendulum has recently swung the other way to indicate possible and effective integration of the (L1) in (L2) classrooms. This study sets out to explore the effect of the L1 and L2 on the recall of ESL vocabulary among low-advanced Saudi learners of English in the U.S. For the purpose of the study, 30 Saudi ESL students were recruited and divided into two groups (L1 translation group and L2 definition group). The L1 translation group received a list of English words translated into Arabic whereas the L2 definition group were given the same list of English words but with English definitions. Participants in both groups were asked to study and memorize the target words along with the meaning of each word. Afterwards, an immediate fill-in-the-blank post-test was given to examine whether L1 translation helps participants recall the given L2 vocabulary. Prior to the post-test, participants were given a questionnaire to indicate the most frequently used strategy when learning L2 vocabulary. After the data were analyzed quantitatively employing an independent t-test, the resultant findings showed that L1 translation indeed promotes the immediate recall of L2 vocabulary among Saudi ESL learners. The data elicited from the questionnaire also provided enough evidence that Saudi ESL learners frequently use Arabic more than other strategies to access and understand English. This study showed that L1 translation has a great positive effect on the learning of L2 vocabulary among low-advanced Saudi ESL learners.

Submitted by Roberth Novaes (roberth.novaes@live.com) on 2018-07-18T13:51:57Z No. of bitstreams: 1 SAMPAIO, Angelo (Dissertação).pdf: 3462185 bytes, checksum: c2c8654064d0f7b0fcf53dd7791c0412 (MD5) / Approved for entry into archive by Setor de Periódicos (per_macedocosta@ufba.br) on 2018-07-19T20:53:56Z (GMT) No. of bitstreams: 1 SAMPAIO, Angelo (Dissertação).pdf: 3462185 bytes, checksum: c2c8654064d0f7b0fcf53dd7791c0412 (MD5) / Made available in DSpace on 2018-07-19T20:53:56Z (GMT). No. of bitstreams: 1 SAMPAIO, Angelo (Dissertação).pdf: 3462185 bytes, checksum: c2c8654064d0f7b0fcf53dd7791c0412 (MD5) / Ao discutir as características de mudança gramatical do português brasileiro (PB), de uma língua de sujeito nulo para uma língua de sujeito preenchido (cf. DUARTE, 1993, 1995), Roberts (1993, 2007) afirma ser importante analisar tal língua, considerando que o estudo da mudança em curso pode esclarecer fatos da mesma mudança, já concluída, pela qual o francês passou. Sabe-se que as línguas humanas apresentam dois tipos de sujeito pronominal: a) os referenciais que, como o nome já diz, apresentam uma referência no mundo e são selecionados semanticamente como argumento externo do verbo; e b) os expletivos que, por sua vez, não apresentam valor semântico, portanto, não são selecionados pelo verbo, cumprindo apenas a função sintática de não deixar a posição do sujeito vazia na oração. Um dos aspectos mais discutidos na teoria da gramática gerativa após a modelação de Princípios e Parâmetros (Chomsky 1981, 1994) foi o parâmetro de sujeito nulo, parâmetro pro-drop, pelo qual se observou que as línguas podem omitir ou realizar o sujeito. O italiano e o espanhol são línguas nas quais os sujeitos são omitidos. O francês e o inglês são línguas nas quais os sujeitos estão obrigatoriamente expressos. O PB tem sido classificado como uma língua de sujeito nulo parcial, devido à mudança em curso. Nesta esteira, este trabalho tem a finalidade de averiguar como aprendizes brasileiros, que tendem a expressar os sujeitos pronominais referenciais e omitir os expletivos, realizam tais sujeitos no francês como L2, considerando que essa língua apresenta expressão obrigatória dos dois tipos de sujeito pronominal, em divergência com o PB. O corpus foi composto por produções escritas de estudantes brasileiros do curso de idiomas da Universidade Federal da Bahia. Foram selecionados estudantes dos níveis intermediário e avançado. Na Seção 2, são discutidas as teorias voltadas para a aquisição de línguas: por que o ser humano é capaz de falar e como se dá o processo de aquisição de primeiras e segundas línguas, L1 e L2. A Seção 3 se concentra nas teorias sobre a mudança linguística pela ótica dos estudos gerativistas. A título de exemplificação, são apresentadas as mudanças do francês, já concluídas, e do PB, ainda em curso. É mostrado que ambas as mudanças foram, dentre outros fatores, licenciadas pelo empobrecimento do paradigma verbal. Na Seção 4 é exposta a análise dos dados que nos levam a conclusão de que os aprendizes brasileiros do francês como L2 apresentam dificuldade em adquirir os sujeitos pronominais expletivos, “il” e “ce”. Na Conclusão é proposta uma alternativa para a solução dos problemas encontrados durante a análise dos dados. / In discussing the characteristics of grammatical change of Brazilian Portuguese (BP), from a null-subject language to a explicit subject language (DUARTE, 1993, 1995), Roberts (1993, 2007) states that it is important to analyze such language, considering that study of change in progress can clarify facts of the same change, already completed, by which French passed. It is known that human languages present two types of pronominal subject: a) the referential subjects that, as the name already says, present a reference in the world and they are selected semantically as the external argument of the verb; and b) the expletive subjects that, in turn, do not present semantic value, therefore, they are not selected by the verb, fulfilling only the syntactic function of not leaving the empty subject's position in the sentence. One of the most discussed aspects in the theory of generative grammar after the modeling of Principles and Parameters (Chomsky 1981, 1994) was the parameter of null-subject, pro-drop parameter, by which it was observed that languages can omit or perform the subject. Italian and Spanish are languages in which subjects are omitted. French and English are languages in which subjects are obligatorily expressed. BP has been classified as a partial null-subject language due to the change in progress. In this vein, this work aims to ascertain how Brazilian learners, who tend to express the referential pronominal subjects and omit the expletives, perform such subjects in French as second-language, considering that this language presents a obligatory fulfillment of the two types of pronominal subject, in divergence with BP. The corpus was composed of written productions of Brazilian students from the language course of the Federal University of Bahia. Students were selected from intermediary and advanced levels. In Section 2, the theories directed on the acquisition of languages are discussed: why the human being is able to speak and how does the process of acquiring first and second languages happens. Section 3 focuses on theories of linguistic change from the perspective of generative studies. As an example, the changes from French, already completed, and BP, still in progress, are presented. It is shown that both changes were, among other factors, licensed by the impoverishment of the verbal paradigm. In Section 4 we present the data analysis that lead us to the conclusion that the Brazilian learners of second-language as French present difficulties in acquiring the expletive pronouns, "il" and "ce". In the Conclusion, an alternative is proposed to solve the problems encountered during data analysis. / Lors qu’il débat sur les caractéristiques de changement grammatical du portugais brésilien (PB), d'une langue qui autorise la réalisation du sujet nul vers une langue qui ne l’autorise pas (cf. DUARTE, 1993, 1995), Roberts (1993, 2007) affirme qu'il est important d'analyser cette langue, vu que l'étude de ce changement en cours peut clarifier des faits du même changement, déjà achevé, par lequel le français a passé. Il est connu que les langues humaines possèdent deux types de pronoms sujets : a) les pronoms référentiels que, comme son nom l'indique, ont un représentant référentiel dans le monde et sont choisis sémantiquement comme argument externe du verbe ; b) les pronoms explétifs : quant à ceux-ci, ils n'ont aucune valeur sémantique ce que les empêche d’être sélectionnés par le verbe. Dans ce cas, son seul rôle syntaxique est celui de remplir la position du sujet pour qu’elle ne soit pas vide dans l’enoncé. L'un des aspects les plus discutés de la théorie de la grammaire générative après la modélisation de l’approche des principes et paramètres (CHOMSKY 1981, 1994) c’était le paramètre du sujet nul, le paramètre pro-drop, par lequel il a été observé que les langues peuvent omettre ou réaliser le sujet. L'italien et l'espagnol sont, par exemple, des langues qui autorisent la réalisation du sujet nul. Français et l'anglais sont au contraire des langues dans lesquelles les sujets doivent être obligatoirement exprimés. Par ailleurs, en raison de ce changement en cours, le PB est souvent classé comme une langue de sujet nul partiel. Ceci étant dit, ce travail présente les premiers résultats de la recherche de matrîse que vise à comprendre comment les apprenants brésiliens qui ont la tendance à exprimer les pronoms référentiels et à omettre les expletifs, réalisent ces mêmes pronoms en français comme langue seconde, alors que cette langue exige l’expression obligatoire des deux types de pronom, en contradiction avec le PB. Le corpus de cette recherche est composé des productions écrites des étudiants Brésiliens qui suivent des cours de français à l'Université Fédérale de Bahia. Il a été sélectionnés des étudiants de niveaux intermédiaire et avancé. À la section 2, on aborde les théories axées sur l'acquisition du langage: porquoi l'être humain est capable de parler et comment le processus d'acquisition de première et de seconde langues, L1 et L2, se passe-t-il. La Section 3 met l'accent sur les théories du changement de langue du point de vue des études génératives. À titre d'exemple, on montre les changements du français, qui a déjà été conclu, et celui du PB, toujours en cours. Il est démontré que les changements ont été, entre autres, autorisés par l'appauvrissement du paradigme verbal. À la section 4, on expose l'analyse des données qui nous conduisent à la conclusion suivante : les apprenants Brésiliens du français langue seconde ont des difficultés avec l'acquisition des pronoms sujets explétifs, « il » et « ce ». En conclusion, nous proposons une solution aux problèmes rencontrés lors de l'analyse des données.

Submitted by Roberth Novaes (roberth.novaes@live.com) on 2018-09-14T14:30:24Z No. of bitstreams: 1 DISSERTAÇÃO LUANA REIS final.pdf: 2261910 bytes, checksum: 2cfcbf529886abfb6c123c94e9850ba5 (MD5) / Approved for entry into archive by Setor de Periódicos (per_macedocosta@ufba.br) on 2018-09-14T17:52:52Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO LUANA REIS final.pdf: 2261910 bytes, checksum: 2cfcbf529886abfb6c123c94e9850ba5 (MD5) / Made available in DSpace on 2018-09-14T17:52:52Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO LUANA REIS final.pdf: 2261910 bytes, checksum: 2cfcbf529886abfb6c123c94e9850ba5 (MD5) / As necessidades geradas pelo atual contexto de projeção da língua portuguesa, infelizmente, não têm sido acompanhadas por uma produção científica que se amplie na mesma velocidade. O mercado editorial de livros didáticos para o ensino de língua portuguesa, como língua estrangeira e/ou segunda língua (PLE-PL2), apresenta uma lacuna no que diz respeito a suprir a necessidade dos aprendizes de desenvolver competências múltiplas para estabelecer relações significativas com pessoas de outras línguas-culturas. Entre as iniciativas que têm sido desenvolvidas, com o objetivo de auxiliar os professores e aprendizes de PLE-PL2, o Portal do Professor de Português Língua Estrangeira/ Língua Não Materna (PPPLE) apresenta o diferencial de oferecer unidades didáticas que levam em consideração as diferentes variedades linguísticoculturais da língua portuguesa. Em face deste contexto, é relevante uma investigação sobre o modo como é entendida a concepção de língua e cultura bem como as implicações dessa compreensão para o processo de ensino-aprendizagem de PLE-PL2. É importante também observar a proposta do PPPLE de gestão multilateral e internacional da língua portuguesa, que reforça uma visão do português como língua pluricêntrica, partilhada por diferentes países e comunidades com normas específicas para cada contexto. Nesta pesquisa, de base qualitativo-interpretativista e caráter exploratório, objetivamos analisar o PPPLE, buscando verificar suas potencialidades e fragilidades, investigar suas contribuições para a compreensão de uma visão diferenciada de língua e de ensino e os eventuais benefícios para o processo de formação de professores que atuam no contexto de ensino-aprendizagem de PLE-PL2. Pretendemos evidenciar de que maneira as unidades didáticas desenvolvidas pelo Portal se articulam com os princípios teórico-metodológicos propostos, permitindo repensar ações, posicionamentos e referenciais teóricos no que se refere à gestão e ao ensinoaprendizagem de língua portuguesa em contextos de LE e/ou L2. / The needs generated by the current context of the Portuguese projection, unfortunately, have not been accompanied by a scientific production that expand at the same rate. The publishing of textbooks for Portuguese language teaching as a foreign language and / or second language (PFL-PSL) has a gap with regard to supplying the needs of learners to develop multiple competencies in order to establish meaningful relationships with people from other language-cultures. Among the initiatives that have been developed in order to help teachers and learners of PFL-PSL, the online platform Portal do Professor de Português Língua Estrangeira/ Língua Não Materna (PPPLE) has a differential aspect by offering teaching lessons that takes into account the linguistic and cultural varieties of Portuguese. Given this context, an investigation is relevant on how language and culture conceptions are understood, and the implications of this understanding to the process of teaching and learning PFL-PSL. It is also important to note the proposal of the PPPLE of a multilateral and international management of Portuguese language that reinforces a view of Portuguese as a pluricentric language, shared by different countries and communities with specific rules for each context. In this qualitativeinterpretative research of exploratory data analysis, we aimed to analyze the PPPLE seeking to verify its strengths and weaknesses, investigate its contributions to the understanding of a different point of view about language and education and its potential benefits to the process of training teachers who work in the context of teaching and learning PFL-PSL. This paper examines how teaching lessons developed by the platform articulate with the proposed theoretical and methodological principles, allowing us to rethink actions, positions and theoretical frameworks regarding the management of Portuguese and the process of teaching and learning in PFL and / or PSL contexts.

Submitted by Chaylane Marques (chaylane.marques@ufpe.br) on 2015-03-06T18:14:03Z No. of bitstreams: 2 DISSERTAÇÃO MARÍLIA G TEIXEIRA VERSÃO DEFINITIVA.pdf: 1436886 bytes, checksum: 9fe9423d2994d4677bee7b4110b4e803 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) / Made available in DSpace on 2015-03-06T18:14:03Z (GMT). No. of bitstreams: 2 DISSERTAÇÃO MARÍLIA G TEIXEIRA VERSÃO DEFINITIVA.pdf: 1436886 bytes, checksum: 9fe9423d2994d4677bee7b4110b4e803 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2013 / CNPQ / A presente pesquisa tem por objetivo identificar a realização oral de segmentos vocálicos nasais/nasalizados do português brasileiro por falantes de língua inglesa. Como aporte teórico e metodológico, respaldamos-nos no modelo sociolinguístico, mais especificamente, na Teoria Variacionista de W. Labov (Labov, 2008). Para tanto, selecionamos para uma entrevista oito indivíduos cuja língua materna é o inglês e que vivem na cidade de Recife, PE. Após a coleta e transcrição dos dados, procedemos à análise, tomando por base fatores linguísticos (acento, vogal precedente, consoante seguinte, ditongo, classe de palavra e posição da sílaba na palavra) e extralinguísticos ou sociais (sexo, faixa etária, escolaridade e tempo de permanência no país). Estes dados foram então submetidos a um programa de análise estatística, o GoldVarb. Os resultados apontam que os fatores linguísticos vogal, ditongo e acentuação tônica são os que apresentam maior relevância para a realização oral dos segmentos nasais do português. Os aspectos extralinguísticos, de acordo com o programa, não exerceram grande influência para a ocorrência do fenômeno em questão.

Submitted by Caroline Falcao (caroline.rfalcao@ufpe.br) on 2017-04-04T18:49:12Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) 2011-Dissertação-ElydaLima.pdf: 2803583 bytes, checksum: 5b93b96556bc230adb5bb7ca5a4fb423 (MD5) / Made available in DSpace on 2017-04-04T18:49:12Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) 2011-Dissertação-ElydaLima.pdf: 2803583 bytes, checksum: 5b93b96556bc230adb5bb7ca5a4fb423 (MD5) Previous issue date: 2011-03-16 / A bovinocultura é um dos principais destaques do agronegócio brasileiro no cenário mundial. No entanto, algumas doenças vêm causando prejuízos consideráveis entre elas está a papilomatose bovina, uma doença infectocontagiosa, de caráter tumoral, com etiologia relacionada a infecção pelo papilomavírus bovino (BPV) que se caracteriza pela formação de tumores em tecidos da pele e mucosa. Hoje se conhecem 11 tipos diferentes de Papilomavírus bovino, sendo os BPvs tipos 1, 2 e 4 oncogênicos. Até o momento não existe vacinas para o controle ou tratamento das papilomaviroses. Diferentes estudos vêm demonstrando que a proteína L2 pode ser uma candidata ao desenvolvimento de estratégias vacinais profiláticas contra o BPV. Neste trabalho, tivemos como objetivo construir um vetor vacinal a partir do plasmídeo pCINeo (Promega®) e do gene L2 de BPV1, avaliando in vitro a expressão do antígeno L2 em células de mamíferos. O gene L2 foi amplificado pela técnica de PCR a partir do genoma completo de BPV1, com uso de oligonucleotídeos específicos contendo um epítopo AU1 no primer forwarde posteriormente clonado em vetor de passagem pGEM-T Easy (Promega®) e subclonado no vetor de expressão pCIneo, gerando a construção pCIL2B1. O plasmídeo foi transfectado in vitroem células 293 para análise funcional da expressão de L2. Os resultados obtidos confirmaram a construção pCIL2B1 por PCR e sequenciamento. A capacidade desta construção expressar o gene L2 e produzir a respectiva proteína em células de mamífero foi confirmada por RT-PCR e western blot (usando anticorpo contra o epítopo AU1). / The cattle industry is one of the main highlights of the Brazilian agribusiness on the international stage. However, some diseases have caused considerable damage including bovine papillomatosis which is an infectious tumorous disease related to bovine papillomavirus (BPV) etiology and characterized by the formation of tumors in tissues of the skin and mucosa. Currently we know 11 different types of bovine papillomavirus, among which the BPv types 1, 2 and 4 are oncogenic. So far there is no vaccine or treatment for the papilomaviroses control. Different studies have reported that the L2 protein may be a candidate for the development of prophylactic vaccine strategies against BPV. The L2 protein has a potential cross-reaction with different BPVs and HPV (HumanPapillomavirus). On this paper, our objective was to construct a vector vaccine from pCINeo plasmid (Promega ®) and the gene of BPV1 L2, evaluating in vitro L2 antigen expression in mammalian cells.The L2 gene was amplifiedby PCR from thecomplete genome ofBPV1, using specifico ligo nucleotidescontainingan AU1epitopein the for wardprimerand subsequently cloned intop GEM-T Easyvector(Promega ®)and subclonedin expression vector pCIneo, pCIL2B1generatingbuilding. The plasmid was transfectedinto 293 cellsin vitrofunctional analysisforthe expression ofL2. ObtainingconstructionpCIL2B1was confirmed by PCRand sequencing.The capacityof this construction to express the geneand produce their L2 protein inmammalian cellswas confirmed by RT-PCR and western blot (usinganti body against the epitopeAU1). The results confirmed the L2 gene expression in mammalian cellsand the consequent production of the protein L2 BPV-1.

Cette thèse renseigne sur la structuration du discours d’écoliers haïtiens à des stades spécifiques de leur acquisition du français langue de scolarisation. A partir de tâche narrative de construction de récit, elle étudie d’une part leur capacité à mettre en mots des événements complexes, à produire un récit structuré et cohérent (analyse macro-structurelle) et, d’autres part, les moyens référentiels qu’ils mobilisent pour introduire, maintenir, réintroduire les protagonistes l’histoire à raconter (analyse micro-structurelle). Les récits ont été recueillis en créole haïtien L1 et en français L2 à partir de la planche narrative les Oisillons. Le corpus est constitué de 160 récits (80 en créole haïtien, 80 en français). Les enquêtés, d’âge et de niveau scolaire différents (9-10 ans/4ème année et de 11-12 ans/6ème année) viennent de 4 écoles différentes de la capitale haïtienne, positionnées différemment sur l’échelle des valeurs sociale et scolaire. L’âge, le niveau scolaire, le contexte d’appropriation du français ont été considérés pour les deux axes d’analyse. Les investigations portent essentiellement sur les récits produits en français L2, langue en cours d’acquisition mais certains éléments sont examinés au regard de la L1. Les résultats d’analyse révèlent principalement une variation importante dans le développement de la capacité narrative et linguistique des sujets en L2 entre les quatre groupes scolaires représentés. Ils montrent par la même occasion l’influence de l’école, lieu principal d’acquisition du français sur le développement des compétences linguistiques des écoliers haïtiens en L2, aspect qui est décrit dans cette présente étude. / This doctoral dissertation provides information on how Haitian pupils structure their written text at specific stages of the process of acquiring French as their academic language. Examining how narrative stories are constructed, on the one hand, the capacity of students to express complex events (macro-structural analysis) and, on the other hand, the referential means that are put to work: introducing, maintaining, and reintroducing the protagonists and the story to tell (micro-structural analysis). Stories have been gathered in Haitian Creole L1 and in French L2 from the story les Oisillons (Young birds). The corpus is made up of 160 stories (80 in Haitian Creole, 80 in French). The pupils surveyed whose age and school level are different (9-10 years old / 4th grade and 11-12 years old / 6th grade) come from 4 different schools of the Haitian capital. These schools occupy different positions on the scale of social and school values. Several factors including age, school level, and acquisition context of the French language have been considered for the two axes of analysis. The research focuses mainly on stories written in French L2, which is the language in the process of being acquired, but some elements of L1 are also examined. The results of the analysis reveal mainly an important variation in the development of the narrative and language capacity of the subjects in L2 between the 4 school groups that are represented. At the same time, it is shown how school which is the main place for the acquisition of French influences the development of language competence of Haitian pupils in L2. This is the point that is described in this study.