published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Linguistics / Master / Master of Arts

Made available in DSpace on 2016-04-27T18:12:16Z (GMT). No. of bitstreams: 1 Dissertacao Cristiane Konyi Brandao.pdf: 2079651 bytes, checksum: fd51eb7c9804ab4a6f82e9da4e7d7508 (MD5) Previous issue date: 2006-07-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / INTRODUCTION-This work results from the necessity of reflecting about the errors committed in the field of written language of speech and hearing therapist once this area has been demanding more attention from the researchers due to the diversity of aspects that are observed in constant clinical demand. The fact is that we note an increase in the leading of patients done mainly by teachers who work with children in school age - from 7 years old on - that present difficulty in learning. It's possible to note that when the patient is leaded by the school, it's usually because of errors committed by the children in their production. We can observe in the clinical context that in many cases the teachers find difficult to deal with the appearance of errors inside the classroom and this way they decide to lead the children to a professional speech and hearing therapist like a that focus its work in the language, and particularly in this case in the written language. OBJECTIVE-The objective of this work was to investigate the sense of the errors in the written language of the children taking into account the perspective of the speech and hearing therapist and the teacher, besides looking to find possible articulations that may arise in both visions. METHOD-This way, we carried out a qualitative research where we utilized the technique of focal group with the presence of speech and hearing therapist and teachers. RESULT- The research brought as a result that the speech and hearing therapist tend to interpret the errors in a more wide and conceptual vision, such as we find in discoursive practices supported on the "letramento" concept, while the teachers still direct their look to the error as an "target", a fault reducing the writing in strictly school activities. CONCLUSION- We hope this search to make possible a new look to the errors in the speech and hearing therapist speech and hearing therapist written language of children and also to contribute to professionals like and teachers. / INTRODUÇÃO-Este trabalho surgiu da necessidade de refletir sobre o sentido do erro no campo da linguagem escrita na Fonoaudiologia; visto que tal área tem recebido maior atenção de pesquisadores dada à diversidade de aspectos observados na constante demanda clínica. O que ocorre é que crescentemente são feitos encaminhamentos, prioritariamente por professores que trabalham com crianças em idade escolar - a partir dos 07 anos de idade - que apresentam dificuldades de aprendizagem. É possível notar que o encaminhamento escolar acontece, geralmente, devido à constatação de erros nas produções de tais crianças. O que podemos observar no contexto clínico é que em muitos casos os professores encontram dificuldades em como lidar com o aparecimento do erro em sala de aula e, por isso, a necessidade dos encaminhamentos a profissionais como os fonoaudiólogos que enfocam seu trabalho na linguagem e, neste caso em particular, com a linguagem escrita.OBJETIVO-O objetivo desse trabalho foi investigar o sentido do erro na escrita de crianças na perspectiva do fonoaudiólogo e do professor, além de buscar as possíveis articulações existentes entre tais visões. MÉTODO-Para tanto foi realizada uma pesquisa qualitativa utilizando a técnica de grupo focal com um grupo de fonoaudiólogos e um grupo de professores.RESULTADO-A pesquisa trouxe como resultado que em suas interpretações que os fonoaudiólogos procuram interpretar o erro numa visão mais ampla e conceitual como encontramos em práticas discursivas apoiadas no conceito de letramento, enquanto que os professores ainda direcionam seu olhar para o erro enquanto alvo, falha reduzindo a escrita em atividades estritamente escolares.CONCLUSÃO-Esperamos que essa pesquisa possibilite um novo olhar para os erros na escrita de crianças contribuindo tanto para o fonoaudiólogo quanto para o professor.

The purpose of this study is to determine the type, possible source and gravity of errors found in the Test of Written English and Placement Tests compositions written by native speakers of Arabic at college level. The first part of the study is an error analysis designed to reveal the types of errors that are most frequently made by Arab students at college level. The sources of these errors are explained according to Richards' classification of errors as inter- and intralingual (1971). Seven types of errors are identified under interlingual category: articles, prepositions, the copula, embedded questions, pronoun retention, semantic and stylistic errors. Intralingual errors included errors in overgeneralization and ignorance of rule restriction.

Abstract not available

University of Macau / Faculty of Social Sciences and Humanities / Department of English

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Curriculum Studies / Master / Master of Philosophy

This study investigates error fossilisation in the written English of Xhosa - speaking students. It is hypothesised that there is no statistically significant difference in the language errors of two groups of Grade 10 and Grade 12 students. Two randomly selected groups of 30 Grade 10 and 30 Grade 12 students in a rural senior secondary school in the Eastern Cape province were required to write two essays, of which the first two hundred words of each essay were marked. A frequency count of errors was done and comparisons were made. The findings indicate that the Grade 12s consistently made fewer errors. However, the difference is only statistically significant in the case of prepositions and concord, and is insignificant in tenses, pronouns and articles. The findings also show evidence of fossilisation given the persistence of some of the errors. Certain features in the student's language were not eradicated by the additional two years exposure to English. / English Studies / M.A. (Teaching English to Speakers of Other Languages)

No description available.