The main purpose of this study was to investigate the effects of form-focused instruction (FFI) on prosody with or without self-assessment on the prosodic and global aspects of L2 speech by Japanese EFL learners using a pre-post design. In addition, native English speaking (NS) and non-native English speaking (NNS) raters with high levels of English proficiency were compared to examine the influence of raters’ L1 backgrounds on their comprehensibility ratings. Sixty-one Japanese university students from four intact English presentation classes participated in the study. The comparison group (n = 16) practiced making one-minute speeches in class (45 minutes x 8 times) without explicit instruction on prosody, while the two experimental groups (n = 17 for the FFI-only group; n = 28 for the FFI + SA group) received FFI on word stress, rhythm, and intonation, practiced the target prosodic features in communicative contexts, and received metalinguistic feedback from the instructor. In total, the experimental groups received six-hours of instruction in class, which was comparable to the comparison group. Additionally, the experimental groups completed homework three times; only the FFI + SA group recorded their reading performance and self-assessed it in terms of word stress, rhythm, and intonation. Three oral tasks were employed to elicit the participants’ speech before and after the treatment: reading aloud, one-minute speech, and picture description. The speech samples were rated for comprehensibility by NS and NNS raters and were also analyzed with four prosodic measurements: word stress, rhythm, pitch contour, and pitch range. Instructional effects on prosody were observed clearly. The FFI-only group improved their controlled production of rhythm and pitch contour, while the FFI + SA group significantly improved all of the prosodic features except pitch range. Moreover, the instructional gains for the FFI + SA group were not limited to the controlled task but transferred to the less-controlled tasks. The results showed differential instructional effects on the four prosodic aspects. The FFI in this study did not help the participants widen their pitch range. The FFI on prosody, which was focused on the cross-linguistic differences between Japanese and English, tended to be more effective in terms of improving rhythm and pitch contour, which were categorized as rule-based, than an item-based feature, word stress. The study offered mixed results regarding instructional effects on comprehensibility. The FFI-only group did not significantly improve comprehensibility despite their significant prosodic improvements on the reading aloud task. Their significant comprehensibility growth on the picture description task was not because of the development of prosody, but of other linguistic variables that influence comprehensibility such as speech rate. The FFI + SA group made significant gains for comprehensibility on the three tasks, but the effect sizes were small. This finding indicated that the effects of FFI with self-assessment on comprehensibility were limited due to the multi-faceted nature of comprehensibility. The data elicited from the post-activity questionnaires and students’ interviews revealed that not all the participants in the FFI + SA group reacted positively to the self-assessment practice. Individual differences such as previous learning experience and self-efficacy appeared to influence the learners’ perceptions of the self-assessment practice and possibly their instructional gains. The two groups of raters, L1 English raters (n = 6) and L2 English raters with advanced or native-like English proficiency (n = 6) did not differ in terms of consistency and severity. These findings indicated that NNS raters with high English proficiency could function as reliably as NS raters; however, the qualitative data revealed that the NS raters tended to be more sensitive to pronunciation, especially at the segmental level, across the three tasks compared to the NNS raters. This study provides evidence that FFI, especially when it is reinforced by self-assessment, has pedagogical value; it can improve learners’ production of English prosody in controlled and less-controlled speech, and these gains can in turn contribute to enhanced L2 comprehensibility. / Teaching & Learning

Research on clear speech has shown that the type of clear speech produced can vary depending on the speaker, the listener and the medium. Although prior research has suggested that clear speech is more intelligible than conversational speech for normal-hearing listeners in noisy environments, it is not known which acoustic features of clear speech are the most responsible for enhanced intelligibility and comprehension. This thesis focused on investigating the acoustic characteristics that are produced in clear speech to foreigners and infants. Its aim was to assess the utility of these features in enhancing speech intelligibility and comprehension. The results of Experiment 1 showed that native speakers produced exaggerated vowel space in natural interactions with foreign-accented listeners compared to native-accented listeners. Results of Experiment 2 indicated that native speakers exaggerated vowel space and pitch to infants compared to clear read speech. Experiments 3 and 4 focused on speech perception and used transcription and clarity rating tasks. Experiment 3 contained speech directed at foreigners and showed that speech to foreign-accented speakers was rated clearer than speech to native-accented speakers. Experiment 4 contained speech directed at infants and showed that native speakers rated infant-directed speech as clearer than clear read speech. In the fifth and final experiment, naturally elicited clear speech towards foreign-accented interlocutors was used in speech comprehension tasks for native and non-native listeners with varying proficiency of English. It was revealed that speech with expanded vowel space improved listeners’ comprehension of speech in quiet and noise conditions. Results are discussed in terms of the Lindblom’s (1990) theory of Hyper and Hypoarticulation, an influential framework of speech production and perception.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-10T12:46:31Z No. of bitstreams: 1 ERLY ROSA DA SILVA.pdf: 1163402 bytes, checksum: 03c2e06afb7db663c114f88519229820 (MD5) / Made available in DSpace on 2017-10-10T12:46:31Z (GMT). No. of bitstreams: 1 ERLY ROSA DA SILVA.pdf: 1163402 bytes, checksum: 03c2e06afb7db663c114f88519229820 (MD5) Previous issue date: 2008-09-01 / This piece of work has as an objective the comparative bibligraphy study with regard to two Portuguese language dictionaries that are more used: Aurélio and Houaiss. The bibliography of reference are source of the uprising from lexicon units and their semantics attributes. So, it permits to establish one “picture”of the language. From the anlysis ahead of the reference work bibliography that are part of this work, we can notice that the conception of the Portuguese language that each one establish. One language dictionary active involves the linguistic politics from each country, because of its normative function, besides being involved in discussions in the “lusofonia”in the world with the presence or not of the reference work of other countries with Portuguese language. It’s essencial that we discuss these reference work that are so trivial and go way without being noticed. So, in this piece of work, we discuss the relation between language\speech and language\literature to verify the kind of representative shown by Portuguese language that are in the dictionary. The comparative analysis goes from a quantitative study where was raised the kind of piece of work; publishing year used for checking; the countries represented and the Brazilian region. For our study, we based in lexicography theories from Biderman, Barbosa, Meschonnic, Reis and Dubois, among others that were useful for the analysis of the books. It’s possible to verify the source of world built by the language dictionaries and their function in the society. / Este trabalho tem como objetivo principal o estudo comparativo das bibliografias de referências dos dois dicionários de língua portuguesa mais usados: Aurélio e Houaiss. A bibliografia de referência serve de fonte para o levantamento das unidades lexicais e seus atributos semânticos. Ela então permite constituir um “retrato” da língua. A partir da análise das obras que compõem a bibliografia de referência podemos observar a concepção de língua participa ativamente da política lingüística de cada país pela sua função normativa, além de participar do debate da lusofonia no mundo com a presença ou não de obras de outros países de língua portuguesa. É imprescindível discutir tais obras que de tão banais passam despercebidas. Assim, no trabalho, discutimos as relações língua/discurso e língua/literatura para verificar que tipo de representação da língua portuguesa aparece nos dicionários. A análise comparativa parte de um estudo quantitativo onde foram levantados os tipos de obras; o ano das edições usadas para consultada: os países representados: e as regiões brasileiras. Para nosso estudo, fundamentamo-nos nas teorias lexicográficas de Biderman, Barbosa, Meschonnic, Rey e Dubois, entre outros que nos serviram para a análise das obras. É possível verificar a visão de mundo construída pelos dicionários de língua e seu papel na sociedade.

Zugl.: Münster, Universiẗat, Diss., 2004/05.

The main ideas behind this thesis include introducing the characteristics of the disorder known as Asperger syndrome, searching for help for individuals with this disability, looking at their engagement in society, and also helping teachers prevent and deal with existing conflicts. After a short introduction of pervasive developmental disorders, I focused on Asperger syndrome. I concentrated on the issue of communication, its abnormalities, and the concept and modes of communication in the disabled. At the same time, I tried to indicate possible ways to educate people with Asperger's. The thesis also looks at inclusion, its conditions and forms. At the end of this part, I outline ways to organize education and chart the education of teaching staff in the field of pervasive developmental disorders. The empirical part looks into teachers' awareness of the disorder, describes education of individuals with Asperger's in practice, and suggests ways to organize education of people with the syndrome.

The main ideas behind the thesis include introducing the characteristics of the disorder known as Asperger syndrome, searching for help for individuals with this disability, looking at their engagement in society, and also helping teachers prevent and deal with existing conflicts. After a short introduction of pervasive developmental disorders, I focused on Asperger syndrome. I concentrated on the issue of communication, its abnormalities, and the concept and modes of communication in the disabled. At the same time, I tried to indicate possible ways to educate people with Asperger's. The thesis also looks at integration, its conditions and forms. At the end of this part, I outlined various ways to organize education and charted the education of teaching staff in the field of pervasive developmental disorders. The empirical part looks into teachers' readiness to work with individuals with Asperger syndrome, the training they undergo when studying at university, and their practical experience. KEYWORDS: Autism, Asperger syndrome, cognition, language, speech, memory, motivation, interests, rituals, game, triad of symptoms, social relations, imagination, integration

Die KE-Familie ist das am ausführlichsten untersuchte Beispiel für eine angeborene spezifische Sprachstörung. Die Sprachstörung in dieser Familie wird durch eine heterozygote Punktmutation im FoxP2-Gen hervorgerufen, die R553H-Mutation. Die betroffenen Mitglieder der Großfamilie haben Defizite beim Erlernen komplexer orofazialer Bewegungsabläufe als Grundlage des fließenden Sprechens und zeigen Störungen beim Sprachverständnis und beim Schreiben. Untersuchungen an der KE-Familie und an Knockout-Tieren hatten Hinweise auf eine Beteiligung des Kleinhirns an der Sprachstörung der KE-Familie geliefert. Entsprechend war zu erwarten, dass genauere Kenntnisse über den Einfluss vom FoxP2-Gen auf Entwicklung und Funktion des Kleinhirns helfen könnten, die Funktion von FoxP2 und seine Rolle bezüglich dieser Sprachstörung, aber auch in Hinblick auf die Sprachfähigkeit des Menschen weiter aufzuschlüsseln. Die Experimente, die der vorliegenden Promotionsarbeit zu Grunde liegen, erforschten erstmals den Einfluss der KE-Mutation im FoxP2-Gen auf synaptischer Ebene durch Untersuchungen am in der Literatur ausführlich beschriebenen erregenden Schaltkreis im Kleinhirnkortex von heterozygoten R552H-Mäusen. Elektrophysiologische Messungen dienten dazu, die Verschaltung der Parallelfasern und Kletterfasern auf die Purkinjezelle auf Veränderungen der Übertragungseigenschaften zu prüfen. Durch Induktion von Langzeitdepression und Paarpulsbahnung an der Parallelfaser-Purkinjezell-Synapse sollte die synaptische Plastizität untersucht werden. Es zeigten sich eine intakte Verschaltung der erregenden Eingänge auf die Purkinjezelle, jedoch Veränderungen der Langzeit- und der Kurzzeitplastizität: Nach Induktion von Langzeitdepression entwickelte sich diese signifikant schneller. Die Paarpulsbahnung war bei kurzen Interstimulusintervallen signifikant verstärkt. Die Befunde sprechen für einen Einfluss des FoxP2-Gens auf die synaptischen Eigenschaften im Kleinhirnkortex. Die Aufschlüsselung dieses Einflusses und seine Bedeutung für die Sprachstörung der KE-Familie und die Sprachentwicklung beim Menschen ist Gegenstand weiterer Forschung.

No description available.

La philosophie ricœurienne indique qu’il n’est pas de compréhension de soi qui ne soit médiatisée par des signes, des symboles, des textes ; elle peut donc être interprétée comme une chance pour la philosophie africaine. En effet, si on estime que le champ éthique s’étend à tous les domaines de la vie, si on admet avec Ricœur que l’existence est synonyme d’action, à savoir que « dire ‘’je suis’’, c’est dire ‘’je veux, je meus, je fais’’ », alors l’Africain traditionnel qui n’a pas une pensée systématique comme l’exige la philosophie grecque, mais a plutôt développé une pensée de ce qu’il fait, peut apporter au discours éthique sa modeste contribution. En effet, ses mythes, ses contes et même quelquefois ses chants, contiennent un enseignement à la fois pratique, symbolique et philosophique, à caractère universel. Entrer à l’intérieur d’un conte, c’est comme entrer à l’intérieur de soi-même. / Ricoeur’s philosophy shows us that there is not any comprehension of self without it being mediated by signs, symbols and texts; it can be, therefore, interpreted as a chance given to the African philosophy. In fact, if we estimate that the ethical field extends to all human domains and if we admit, like Ricoeur does, the synonymy between action and existence – “to say I am, means I want, I move, I do” – thus the traditional African, who hasn’t a systematical thinking as required by the Greek philosophy, but instead has developed a thinking of what he can do, can bring into the ethical discourse his modest contribution. In reality, his myths, his tales and sometimes his chants, all contain a message that is at the same time: practical, symbolical and philosophical, with a universal character. To enter into a tail is like entering inside one’s self.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-07-21T14:00:33Z No. of bitstreams: 1 arquivo total.pdf: 1714977 bytes, checksum: 20f773aa758181be0288ef0038b9884d (MD5) / Made available in DSpace on 2016-07-21T14:00:33Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 1714977 bytes, checksum: 20f773aa758181be0288ef0038b9884d (MD5) Previous issue date: 2015-07-31 / This work applies to the theme of teaching training in Language Teaching, more specifically it approaches the (inter)discourses about the teacher training of Portuguese Language in the BA Language Teaching (Portuguese) course, in the Federal University of Sergipe (UFS). Our main matter was to investigate which (inter)discourses the subjects-students concluding the BA in Language Teaching (Portuguese) at UFS dominate about the conceptions of the Portuguese language, speech, grammar and teaching by the end of their course. We assume the hypothesis that the subject-student concluding the BA in Language Teaching (Portuguese) has the unsystematic domain on the notions of key-concepts related to the Portuguese Language teaching. To achieve this purpose, we have constituted our analysis corpus of the following documents: the Pedagogical Project text (PP) of the BA in Language Teaching (Portuguese) at UFS; some disciplines syllabus consisting the course curricular structure; and texts of answers to questionnaires applied to the concluding students about the conceptions of the Portuguese language, speech, grammar and teaching. To proceed to the analyses, we have adopted the theoretical inputs of the French Analysis of Discourse (AD) (Foucault, Pêcheux, Orlandi, Possenti, Maingueneau). It is, at last, a qualitative research of theoretical-analytical character, with documental analysis and also the analysis of interviews held through the application of questionnaires to concluding students of the 2011.1/2 term. Our analysis found that the PP-UFS follows a guidance already preset by official documents and tries to follow an update line with the new theoretical tendencies of language sciences. Regarding conclusive subject students, we find that, in most cases, they hold no systematic field of conceptions of language, speech, grammar, teaching of Portuguese; "innovative theoretical proposals" of linguistics are revealed, in an unsystematic way in the speeches (as interdiscourses) that make up the discursive repertoire on the conceptions of the terms in question as a "tangle of linguistic theories" poorly understood; and also hold a Portuguese Language teaching concept that oscillates between the normative-grammatical speech of tradition and the speeches of "innovative linguistic theories." This attempt therefore to show in line with the discourse of "innovation", the speeches of the subjects students are affiliated to the theme of denial "partial" rules of grammar as Portuguese Language teaching object. / Ce travail aborde le sujet de la formation en Lettres, plus exactement, les discours des furturs enseignants de Langue Portugaise sur cette formation, pendant la Licence en Lettres Portugais, de l‟Université Fédérale de Sergipe (UFS). Ainsi, il est question de vérifier quels discours dominent les sujets-étudiants de cette licence sur les conceptions de langue, langage, grammaire e enseignement de Langue Portugaise, à la fin de cette formation supérieure. Notre hypothèse initiale est que ce sujet-étudiant a une maîtrise non systématique des notions de l‟enseignement de Langue Portugaise. Pour ce faire, nous avons constitué un corpus d‟analyse à partir des documents suivants: le texte du Projet Pédagogique (PP) de la Licence en Lettres Portugais de l‟UFS; le programme de certaines disciplines prévues dans la structure du cursus; et les textes des réponses aux sondages faits auprès des étudiants sur les conceptions de langue, langage, grammaire et enseignement de Langue Portugaise. Pour procéder aux analyses, nous avons adopté les apports théoriques de l‟Analyse du Discours (AD) française, à partir des contributions apportées par Foucault, Pêcheux, Orlandi, Possenti, Maingueneau. Il s‟agit donc d‟une recherche qualitative de nature théorique-analytique, avec l‟analyse de documents et des sondages realisés auprès des étudiants finissant la formation au deuxième semestre de 2011.1/2. Notre analyse a révélé que le PP-UFS suit une orientation déjà présélectionnée par des documents officiels et essaie de suivre une ligne de mise à jour avec les nouvelles tendances théoriques des sciences du langage. En ce qui concerne les étudiants soumis concluants, nous constatons que, dans la plupart des cas, ils ne détiennent aucun champ systématique des concepts de langue, la langue, la grammaire, enseignement du portugais; "propositions théoriques innovantes» de la linguistique sont révélés, de façon non systématique dans les discours (comme interdiscours) qui composent le répertoire discursif sur les conceptions des termes en question comme un «enchevêtrement de théories linguistiques" mal compris; et également détenir un enseignement concept de langue portugaise qui oscille entre le discours normatif et grammatical de la tradition et les discours des "théories linguistiques innovantes." Cette tentative donc à montrer en ligne avec le discours de l'innovation, les discours des sujets étudiants sont affiliés au thème du refus des règles "partiel" de la grammaire en langue portugaise objet d'enseignement. / Este trabalho se inscreve na temática da formação docente em Letras, mais especificamente aborda a formação docente dos futuros professores de Língua Portuguesa no curso Letras-português Licenciatura, da Universidade Federal de Sergipe (UFS), e teve como principal objetivo analisar os (inter)discursos que norteiam a formação docente pretendida para os sujeitos-alunos do referido curso. Partimos da hipótese de que o sujeito-aluno concludente do curso de Letras-português Licenciatura tem um domínio assistemático acerca de conceitos-chave relacionados ao ensino de Língua Portuguesa. Para atingir o nosso objetivo, os dados de nosso corpus foram gerados a partir da análise de documentos (o texto das Diretrizes Curriculares para os Cursos de Letras; o Projeto Pedagógico do curso Letras-português Licenciatura da UFS e de outras IES; as ementas de algumas disciplinas constantes da estrutura curricular do curso) e dos textos das respostas de questionários aplicados aos sujeitos-alunos concludentes dos períodos 2011.1/2. Trata-se, enfim, de uma pesquisa qualitativa de caráter teórico-analítico e, para proceder às análises, adotamos os aportes teóricos da Análise do Discurso (AD) francesa, a partir de autores como Foucault, Pêcheux, Orlandi, Possenti, Maingueneau. Nossas análises constataram que o PP-UFS segue uma orientação já pré-definida pelos documentos oficiais e procura seguir uma linha de atualização com as novas tendências teóricas das ciências da linguagem. Em relação aos sujeitos-alunos concludentes, constatamos que, em sua maioria, eles não detêm um domínio sistemático das concepções de língua, linguagem, gramática, ensino de Língua Portuguesa; as “propostas teóricas inovadoras” da Linguística se revelam, de forma assistemática nos discursos (como interdiscursos) que compõem o repertório discursivo sobre as concepções dos termos em questão, como um “emaranhado de teorias linguísticas” pouco compreendidas; e, ainda, detêm uma concepção de ensino de Língua Portuguesa que oscila entre o discurso normativo-gramatical da tradição e os discursos das “teorias linguísticas inovadoras”. Nessa tentativa, portanto, de se mostrar em consonância com o discurso da “inovação”, os discursos dos sujeitos-alunos se filiam ao tema da negação “parcial” da gramática normativa como objeto de ensino de Língua Portuguesa.