Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 197-205).

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Agradecemos a compreensão. on 2016-09-21T17:00:37Z (GMT) / Submitted by Gabriela Rossatto Franco null (gabriela.rf@hotmail.com) on 2016-09-21T17:28:25Z No. of bitstreams: 1 Dissertação (versão definitiva).pdf: 2534208 bytes, checksum: 7e4ca55bbc3c3f38aaa8753c848382aa (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-09-21T20:55:09Z (GMT) No. of bitstreams: 1 franco_gr_me_sjrp.pdf: 2534208 bytes, checksum: 7e4ca55bbc3c3f38aaa8753c848382aa (MD5) / Made available in DSpace on 2016-09-21T20:55:09Z (GMT). No. of bitstreams: 1 franco_gr_me_sjrp.pdf: 2534208 bytes, checksum: 7e4ca55bbc3c3f38aaa8753c848382aa (MD5) Previous issue date: 2016-08-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O projeto Teletandem e transculturalidade na interação on-line em línguas estrangeiras por webcam (TELLES, 2011) promove a interação via Skype entre alunos brasileiros e estudantes de vários cursos de universidades estrangeiras. Um de seus objetivos é divulgar o conhecimento do português entre falantes de outras línguas e proporcionar, aos participantes brasileiros, o aprendizado de outro idioma de domínio de seus parceiros. Durante as interações de teletandem, os participantes fornecem explicações sobre a língua materna ou aquela em que são competentes. Esta pesquisa analisa os aspectos linguísticos emergentes nessas interações, atentando para a forma como os alunos brasileiros (professores de línguas em formação) esclarecem dúvidas sobre a língua portuguesa em um contexto no qual ela é a língua estrangeira de seus parceiros. O objetivo deste estudo é observar os equívocos/limitações dos alunos brasileiros durante tais esclarecimentos. Os dados foram gerados a partir de interações de teletandem entre alunos de uma universidade pública brasileira e alunos de uma universidade privada estadunidense. Os pares analisados são aqueles cujos participantes brasileiros são alunos de Letras. Metodologicamente, a pesquisa se insere no paradigma qualitativo interpretativista e recorreu à teoria dos Episódios Relacionados à Língua (SWAIN & LAPKIN, 1998) para a seleção dos dados. Teoricamente, o estudo se fundamenta nas teorias do Foco na Forma (LONG, 1991) e da Conscientização da Linguagem (HAWKINS, 1984). Acredito ser importante que os praticantes de teletandem, futuros professores de língua estrangeira, desenvolvam uma atitude reflexiva sobre as práticas de linguagem. Com base nas teorias e na análise dos dados, foi possível constatar indícios de que os participantes se conscientizam sobre a linguagem. Os resultados do estudo podem fornecer suporte para profissionais que também trabalham com teletandem em outros países, com implicações para a formação de professores de línguas, para uma conscientização sobre a educação, para a atenção consciente sobre a língua e suas propriedades, bem como suscitar reflexões sobre a importância do professor-mediador no teletandem, de modo que seu papel é fundamental ao auxiliar o participante de teletandem em sua prática pedagógica. / The project “Teletandem and transculturality in online foreign languages interactions via webcam” (TELLES, 2011) promotes interaction via Skype between Brazilian students and students from various courses of foreign universities. One of its objectives is to disseminate the Portuguese language among speakers of other languages and give Brazilian participants the opportunity to learn another language spoken by their foreign partners. During teletandem interactions, participants provide explanations about their mother tongue or about the language in which they are proficient. The study in this dissertation analyzes the emerging linguistic aspects of these virtual interactions and how the Brazilian students (pre-service language teachers) answer questions about Portuguese as a foreign language. The aim of the study is to investigate the errors and limitations of the Brazilian students as they explain their own language to their foreign teletandem partners. Data were generated from teletandem interactions between students from a Brazilian public university and students from a private American university. Most of the Brazilian participants were students of Language Arts (Letras). Methodologically, it fits within the interpretative qualitative paradigm and it adopted the concept of Language-Related Episodes (SWAIN & LAPKIN, 1998) for selecting data. Theoretically, the study is grounded on the concept of Focus on Form (LONG, 1991) and Language Awareness (HAWKINS, 1984). Considering the theories and the data analysis, it was possible to verify evidences about participants’ language awareness. I believe it is important that teletandem practitioners - who are future teachers of foreign languages - should develop a reflective attitude towards language practices. The results of this dissertation provide support for professionals who also work with teletandem in other countries. Implications of the study are contributions in the areas of teacher education, of conscious attention to language and its properties, as well as it aims to stimulate reflections about the development of the professor-mediator of teletandem sessions. The role of the latter is essential to assist teletandem participants in order to help them improve their pedagogical practices.

The purpose of this study is to investigate students who struggle with their reading, from pre-school to first grade with the help of Bornholm test (it is important to know that the students have not been diagnosed, it may be due to early reading). The ambition is to know about and how the difficulties develop and how they perform on a new Bornholm test and a hearing comprehension test. The study is a follow-up and in-depth study of hearing comprehension and phonological awareness among students struggling with their reading. In order to fulfill the purpose, the following questions have been formulated: What parts of the Bornholm test showed the students difficulties? How does the result look after a new test is done to the same students in first grade? How do the same students perform on a hearing comprehension test? The results showed that these students had problems in four areas: to determine how many sounds a word consists of, to determine which word is the longest and phonem-graphem correspondence as well as understanding rimes. After six months, a new test was done that showed that eight out of ten students showed phonological development while two out of ten students still had difficulties. The hearing comprehension test performed by the students showed that the two students who still experienced difficulties with phonological development also had difficulties in replying the text in the correct order and finding their own statements. The students that showed a phonological development also performed well on the hearing comprehension test.

This degree project essay aims to create ways for promoting critical literacy by teaching persuasive, manipulative, authentic texts in the subject of English at upper-secondary level in Sweden. In the essay, the syllabus of the English subject is critiqued for not explicitly stating what it means to take a critical approach towards sources and media; it is claimed that the meaning of critical examination only is implied in the syllabus for English 7. Therefore, the psychological perspective on reading seems to be dominant in the syllabus. However, this essay proposes, from a sociological perspective on reading, that critical reading and analysis of persuasive, manipulative, authentic texts could function as an explicit content in all English courses at upper-secondary level in Swedish upper-secondary school. Moreover, the essay suggests that critical reading in a Swedish educational context is particularly important because of the population’s common trust in media. The essay builds on Norman Fairclough’s view that critical dimensions of education are necessary in a democratic society in order to promote active citizenship. As a means to increase critical aspects of language teaching into the subject of English as a second or foreign language, this essay presents the three models approach. The three models approach combines traditions of informal logic (the Toulmin model and fallacy analysis) with critical discourse analysis and is created specifically for analysis of persuasive and manipulative, authentic texts in the EFL and ESL classroom. Ultimately, the three models approach promotes critical literacy and critical language awareness (CLA) in the sense of understanding language as an instrument of power. However, building on Rod Ellis’ taskbased language teaching and concept of consciousness-raising, as well as Richard Schmidt’s noticing hypothesis, the three models approach, paying close attention to arguments and word choice, also forwards incidental language learning through tasks that demand conscious noticing of language features and structures. Additionally, the essay critiques Ellis’ principles of instructed language teaching for leaving out critical aspects of language learning and teaching. The essay upholds that both language awareness (in the grammatical sense) and critical language awareness (in the sense of understanding language as power) are important in second language courses, something that is also emphasized in the three models approach.

Please read the abstract in the section, 00front, of this document / Dissertation (MA (Augmentative and Alternative Communication))--University of Pretoria, 2006. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

This essay presents an interventional field study that aims to refine practice in the English classroom in Swedish upper-secondary school by implementing imitation pedagogy. Imitation pedagogy is essentially learning to analyze and imitate texts’ internal structure for developing one’s own production. The focus on my first research question was on examining if imitation pedagogy with political mentor texts develop students’ language awareness, language control, and argumentative abilities in reading and writing. My second research question was focused on investigating if political mentor texts could be used to prepare students for future participation in civic discussions and debates. My initial hypothesis was that mentor texts with political topics in imitation pedagogy could be used to develop students’ argumentative abilities; the learners could through this pedagogy be taught to recognize linguistic features in political texts that aim to persuade audiences, and the learners could learn to imitate these mentor texts to produce own successful argumentative writing. To answer my research questions and to see if my hypothesis was accurate, I conducted an interventional field study that followed a lesson study model. The findings from my study indicate that imitation pedagogy does develop and enhance learners’ language awareness, argumentative abilities, and ability to provide stronger contributions to discussions in different social and democratic contexts. Imitation pedagogy enhances the learners’ confidence and improve their writing capabilities, specifically the ability to compose stronger argumentations in writing in different situations varying from smaller everyday issues to larger societal and political issues. Moreover, imitation pedagogy promotes the development of language control and critical language awareness. The learners practiced writing in new patterns, which forced the students to use their linguistic knowledge to produce sentences with language accuracy, fluency, and coherency. In addition, the students learned in this interventional study to recognize different linguistic and grammatical features that can add power to written compositions in different social and democratic contexts. By being able to recognize these features, the learners can be more aware of manipulative language in political texts and more effectively counter them.

Incidental language acquisition has been a topic of interest in the field of education, cognitive psychology, and behavior analysis (Horne & Lowe, 1996; Carey & Bartlett, 1978; Greer & Speckman, 2009). Researchers in the area of verbal behavior and derived relations have developed multiple perspectives that overlap in many ways (Greer & Ross, 2008; Greer & Speckman, 2009; Hayes, Barnes-Holmes, and Roche, 2001). Despite the overlap of these perspectives, research to date has been conducted independently. Fienup (2019) acknowledges the overlap in the respective work and suggest that integration can produce a more cohesive and comprehensive understanding of the development of verbal behavior. Study 1 included two experiments. In Experiment 1, the experimenter exposed 14 preschoolers with varying degrees of bidirectional naming (3 classified as having bidirectional naming (BiN), 8 as having unidirectional naming (UniN), and 3 as having no incidental naming (NiN) to two conditions, 1) directly reinforcing speaker (tact) responses and testing for the emergence of listener (point to) responses, and 2) directly reinforcing listener responses and testing for the emergence of speaker responses. The experimenter rotated between two conditions. Results suggested that participants with BiN readily derived speaker and listener responses, participants with unidirectional naming (UniN) readily derived listener, but not speaker responses, and participants with NiN had difficulty acquiring directly reinforced responses and deriving responses. In Study 1 Experiment 2, six participants with unidirectional naming (UniN) were selected from Experiment 1. Multiple Exemplar Instruction (MEI) and stimulus-stimulus pairing procedures were implemented to induce the capability of BiN. Following the acquisition of BiN, the experimenter replicated the repeated measure design of directly reinforcing speaker or listener responses and testing for the emergence of corresponding responses. Upon the acquisition of BiN, participants derived both listener and speaker relations, suggesting that the development from UniN to BiN is associated with the stimulus control for speaker responses following direct reinforcement for listener responses. Study 2 addressed the limitations of Study 1 and replicated the procedures with new participants and new science educational content. The experimenter selected 6 participants that demonstrated BiN and 5 that demonstrated UniN. Data support the findings of Study 1, suggesting that degrees of bidirectional naming are associated with degrees of derived relational responding.

In recent years, language awareness (LA) has received increasing attention and is an aim for the English subject in the Swedish curriculum for upper secondary school. The present study aims to connect LA to a practice that teachers of English as a foreign language (EFL) perform on a regular basis, namely written corrective feedback (WCF), which focuses on linguistic or pragmatic errors in students’ texts. To explore what contributions WCF can make towards developing LA, a mixed-methods approach was employed with the participation of 111 Swedish EFL students. The data were collected through semi-structured interviews and a questionnaire. The results revealed that a majority of the participating students believe that WCF can support their development of LA. However, the findings also suggest that students’ views, experience and preferences of WCF might affect their understanding of it and also, to a certain extent, their motivation to attend to it. Therefore, in order for EFL teachers to work towards developing upper secondary students’ LA through WCF, it is important to work with it in class and explore it together with the students by engaging with language (EWL) through WCF.

The aim of this essay has been to investigate the role of language awareness (LA), from a teacher’s perspective in today’s Swedish upper secondary school, related to foreign language learning (with the emphasis on the cognitive aspects), and to investigate why it is important to give more attention to LA as a concept in order to enhance language acquisition. The investigation has been carried out through qualitative in-depth interviews with six foreign language teachers. The result shows that the teachers’ views of the concept do not cover all aspects of LA and that there are theoretical and practical ambiguities in the views concerning the cognitive aspects. The conclusion points to the necessity of clarification of LA and that LA ought to be explicitly mentioned and developed in the curriculum. Finally, the conclusion underlines the need of LA methodology in order to facilitate teaching in the aim of improving language learning through pupils’ metacognition.

Sammanfattning på tyska: Das Ziel unserer Untersuchung besteht darin, den Mythos, dass deutsche Grammatik schwer ist, zu erforschen. Wir möchten herausfinden, inwieweit er noch existiert und durch welche Faktoren er verbreitet wird. Unsere Vermutungen sind unter anderem, dass der Mythos eventuell durch ältere Generationen weiter vererbt wird oder dass er auf die Unterrichtsform der Lehrer zurückzuführen ist. Unsere Untersuchung basiert auf einem Umfragebogen und einigen Interviews, in denen wir insgesamt 82 Schüler befragt haben. Das Resultat unserer Studie zeigt, dass der Mythos durch die Jugendlichen selber verbreitet wird, aber auch von denen, die nie Deutsch gelernt haben. Die Grammatik wird zwar als schwer angesehen, aber auch als nicht unmöglich zu lernen bezeichnet. Für den Unterricht haben wir festgestellt, dass es für den Lehrer wichtig ist, die Methoden zu variieren und Grammatik auf natürliche Art und Weise in den Deutschunterricht einfließen zu lassen. Es ist außerdem von Bedeutung, dass die Lehrer den Schülern unterschiedliche Lernstrategien vorstellen, um ein bewusstes und effektives Lernen zu gewährleisten.