Thesis (M.A.)--Miami University, Dept. of Spanish and Portuguese, 2009. / Title from first page of PDF document. Includes bibliographical references (p. 66-68).

Les modèles de la perception du langage écrit et du langage oral mettent au premier plan l’importance du lexique mental. En effet, parmi les nombreux indices hiérarchisés et guidant la segmentation du flux continu de parole chez l’adulte et l’enfant, les indices lexicaux ont une place prépondérante. Tout au long de ce travail, nous nous intéressons aux spécificités du stockage des séquences multimots dans le lexique mental et à l’hypothèse d’une mémorisation de ces séquences en une seule unité.Ce travail se divise en deux parties, chacune composée d’une série d’expériences. La première partie interroge en premier lieu les indices impliqués dans les effets facilitateurs de la reconnaissance des noms au sein du groupe nominal. Pour cela, sont mis en perspective l’effet du genre grammatical porté par les déterminants et l’effet de fréquence de co-occurrence des séquences déterminant-nom sur le traitement du nom. C’est ensuite l’effet de la cohésion des séquences multimots sur leur reconnaissance qui est examiné.La seconde partie aborde l’influence de la variabilité interne des combinaisons déterminant-nom dans l’acquisition de la structure du groupe nominal chez l’enfant de deux ans à deux ans et demi. Au travers d’une étude longitudinale, nous opposons deux grandes conceptions de l’acquisition du langage chez le jeune enfant: la Grammaire Universelle et les approches Basées sur l’Usage. / The mental lexicon is usually assumed as the main foundation of written and spoken-language perception. Numerous and hierarchically-organized cues drive speech segmentation in adults and infants but lexical cues appear as overriding. Throughout this work, we question multiword-sequence storage idiosyncrasy and multiword-sequence memorizing as one unit in the mental lexicon.This work splits into two parts, each composed of a set of experiments. The first one assesses the cues involved in recognition facilitation of nouns in noun phrases. For that purpose, we disentangled grammatical-gender effects and co-occurrence frequency effects on the processing of determiner-noun sequences. Then, we tested the cohesiveness effect on three-word sequences’ recognition.The second set of experiments is about the influence of determiner-noun sequences’ internal variability in noun-phrase’s structure aquisition in 2 to 2,5 year-old children. In a three-month longitudinal study, we contrast two main conceptions of first-language acquisition: Universal Grammar and Usage-Based approaches.

When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is in fact, oppressing ELL students. One district in Texas The study involved ELL students in grades 1-12 in a school district in North Central Texas that uses its family literacy center as an intervention to aid ELL families in English language acquisition. Students fell into three categories: students and parents who attend the family literacy center English classes, students whose parents attend the family literacy center English classes but the students do not attend, and students and parents who do not attend the family literacy center English classes. The quantitative data for the study were reading and math Texas Assessment of Knowledge and Skills (TAKS) and Texas English Language Proficiency Assessment System (TELPAS) scores of ELL students administered by the district in spring 2005. The independent variable was attendance at the family literacy center English classes. A series of one-way analyses of variance (ANOVA) and descriptive statistics (mean, standard deviation, homogeneity of variance) was applied to the data and significant differences were observed on only two measures of the TELPAS. The qualitative data were phenomenological interviews of teachers at the district-run family literacy center. Data derived from in-depth phenomenological interviews were between August and September 2005.

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Aim – The paper at hand has three aims which are based on the recent adjustments made to the Swedish curriculum which take effect in summer 2018 and stipulate the implementation of digital competence in all subjects. Firstly, the study examines the effect of ICT and digital media/ aids on the WTC and motivation of second language learners. Secondly, a look is taken at how ICT and digital media/ aids are implemented in teaching today and thirdly, the challenges teachers face by the diverse interpretation and definition of the term digital competence and its realization in the classroom are investigated. Design/methodology/approach – The study is a literature review in which recent literature and research papers in the field of ICT in teaching with focus on second language teaching and learning were examined. Findings – According to the results, the author found that the use of ICT and digital media/ aids have a positive effect on the WTC and motivation of second language learners when used appropriately. The challenges teachers face in this respect is a lack of methods and strategies as well as technical support that are needed to successfully implement ICT in their lessons. Especially the lack of technical support is viewed as a time consuming one as it requires teachers to have a back-up-plan which in effect means more lesson planning on their part. Additionally and in regard to the implementation of digital competences in all subjects, teachers are faced with new challenges which comprise a technical; theoretical and didactical knowledge of the term and its practical realization. Due to the recency of the changes made to the curriculum, the investigation of the challenges that present themselves to the teachers open up for new research that can be made in this field.

(in English) This thesis discusses the methodology of teaching reading comprehension and using text in the process of teaching Czech for foreigners. It is aimed at developing an approach to teaching reading skills in language classes on the basis of contemporary literature on the subject and in offering structured exercises for utililizing this approach. The theoretical section of this thesis offers a complex analysis of the topic, approaches to evaluating text and developing reading competence in the process of teaching. The practical chapter Cvičení a aktivity (Exercises and Activities) illustrates, through example exercises and activities, how to teach particular aspects of reading competence on the basis of types of reading and reading strategies described in the theoretical and methodological framework of the thesis.

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