Indiana University-Purdue University Indianapolis (IUPUI) / Un análisis de la importancia del uso de textos auténticos en las lecciones de español como segunda lengua y una propuesta de una fuente de explotación de los mismos: los libros de texto para jóvenes estudiantes nativos. Dichos libros han sido simplificados, adaptados y presentados por catedráticos nativos específicamente para niveles académicos, lingüísticos y culturales específicos con propósitos comunicativos naturales.

This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.

<p>This study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks.</p> <p><br /> Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially when they have to deal with writing in English which is an unfamiliar language to them. This presents them with social and cognitive challenges related to second language acquisition. Since the black students do not often consider the social contexts in which L2 academic writing takes place, models of L1 writing instruction and research on composing processes are often found wanting in their L2 writing pedagogy. In this study, I argue that language proficiency and competence is the cornerstone of the ability to write in the L2 in a fundamental way. L2 writing instructors should take into account both strategy development and language skill development when working with black students. This is critical in South Africa considering the apartheid legacy and the deprived social conditions under which black students often live and acquire their education. Therefore, using critical discourse analysis and aspects of systemic functional linguistics, this study explores errors in written cohesion and coherence in relation to L2 writing strategies used by black students at the Eastern Cape Technikon. The study focuses on errors in the form of cohesive devices of referring expressions using topic development used by students. The aim was to explore the strategies used by black students to write coherent academic texts. Further, the study intends to scrutinize the grammatical devices of reference, through analyzing the forms of cohesive devices and theme development. A focus on the writing process as a pedagogical tool enables me to explore the relationship between the quality of students‟ academic writing and coping strategies used, and come up with a model of L2 writing (coping) strategies for academic writing at the Eastern Cape Technikon. I investigate the L2 writing process adopted by competent and non-competent black students in the process of producing coherent academic texts by comparing strategies that the two groups of students adopt.</p>

This diploma thesis deals with support of speaking competence of children in primary school. It focuses especially on the 5th and 6th grade students and on an expository writing whereas it explicates the basic developmental characteristics of this age group. In its crucial part, diploma comes with a unique set of activities, which could accompany the exercises in the Czech language textbooks used nowadays. Finally, in the closing chapter, the testing of selected activities with a group of 5th grade students is described including an evaluation and a feedback of students. Keywords: speaking competence, primary school, communication education, expository writing, word games, Czech language textbooks

Nesse estudo, abordamos o livro didático de Português como um acontecimento, devido à importância de seu caráter singular como evento concreto, o que significaanalisá-lo na perspectiva do movimento dialógico. A partir da abordagem enunciativo-discursiva, este trabalho coloca em destaque o tratamento dado ao gênero debate nos livros didáticos de Português do ensino médio (LDP-EM), aprovados no Programa Nacional do Livro Didático (PNLD/2015).Com base na teoria dialógica do discurso, especialmente nos conceitos de interação verbal, enunciado concreto, gêneros do discurso e entonação expressiva, discutimos como o debate é proposto neste nível de ensino e comoasatividades práticas interferem no processo de desenvolvimento da oralidade do aluno para que ele assuma uma postura reflexiva. As perguntas de pesquisaque nortearam esta tese foram: (i) Como os documentos oficiais orientam as atividades dos livros didáticos de português do ensino médio?;(ii) Como o gênero debate foi apresentado nesses manuais?; (iii) Como se dá ou não o trabalho efetivo para tomada de posição dos sujeitos no processo da atividade argumentativa no ensino médio? A seleção do corpus deveu-se a dois critérios: (1) obras aprovadas no PNLD 2015, programa em nível nacional de avaliação de livros didáticos, cujos avaliadores são pesquisadores de instituições públicas - em sua maioria - de nível superior; (2) coleções mais distribuídas para as escolas públicas brasileiraspelo fundo nacional de desenvolvimento da educação (FNDE). A análise tomou como base quatro coleções, que perfazem 71% do total entregue em todo território nacional,paradiscutir as atividades que mobilizam o gênero debate, com os objetivos de: (i) estabelecer os diálogos que essas atividades constituem com documentos oficiais; (ii) identificar as propostas de debate apresentadas no LDP-EM, evidenciando o que é priorizado nesse ensino; (iii) investigar se os sujeitos são chamados a se posicionar criticamente, desenvolvendo seu ponto de vista e assumindo sua voz em situação de debate. Os resultados apontaram, prioritariamente, dois aspectos: (a)algumas coleções valorizama situação de ensino formal do gênero debate; (b) outras tomam esse conhecimento como pressuposto para propor situações de uso concreto do debate, apresentando, como norte a temática a ser desenvolvida. As práticas de oralidade do LDP-EM revelaram que há um diálogo tênue tanto com o Edital de Convocação do PNLD 2015, quanto com as Orientações Curriculares para o Ensino Médio- OCEM (BRASIL, 2006), corroborando as indicações apresentadas oficialmente. A maneira formal como algumas atividades são apresentadas e os temas nem sempre polêmicos propostos, no entanto, apontam para um apagamento da voz discente e indicam a necessidade de uma reflexão sobre o papel docente na condução do trabalho efetivo. Na arena de vozes entre os documentos oficiais (OCEM, Edital de Convocaçãoe Guia de livros didáticos do PNLD 2015 ensino médio português) e as quatro coleções analisadas,o livro didático de português torna-se umacontecimento singular e único. E nele o gênero debate se concretiza como um diálogo nem sempre aberto, algumas vezes pronto à reelaboração. / In this study, we examine Portuguese language textbooks as an event, due to the importance of their singular character as concrete events, which means to analyze them from the perspective of a dialogical movement. Following the discursive-enunciative approach, this work emphasizes the way the genre debate is proposed in Portuguese language textbooks for High School (LDP-EM) approved by the National Program of Textbooks (PNLD/2015). Based on the dialogical theory of discourse, especially the concepts of verbal interaction, concrete utterance, speech genres and expressive intonation, we discuss how the genre debate is proposed in this teaching level and the way practical activities influence pupils process of orality development so that they assume a reflexive posture. Our research questions were: (i) How do official documents direct activities for Portuguese language textbooks for High School? (ii) How is the genre debate presented in these manuals? (iii) How does effective work happens or not regarding subjects taking a position in the process of argumentative activities in High School? Data selection followed two criteria: (1) works had to be approved by PNLD 2015, a national level program for evaluation of textbooks whose evaluators are mostly Public Universities researchers; and (2) collections had to be the most used by Brazilian public schools by the National Fund for Education Development (FNDE). We analyzed four collections, which means 71 % of the total distributed in the national territory, in order to discuss the activities that mobilize the genre debate, aiming at: (i) to identify the dialogues these activities may have with official documents; (ii) to identify the proposals for the genre debate presented in LDP-EM, showing up what is given priority in this teaching; (iii) to investigate whether subjects are called to assume a questioning position, developing their point of view and assuming their voice in debate situations. The results pointed essentially to two aspects: (a) some collections value the situation of formal teaching of the genre debate; (b) others take this knowledge as given for proposing situations of concrete use of the genre debate, focusing on themes to be developed. LDP-EM orality practices showed that there is a tenuous dialogue both with PNLD 2015 Call Notice and with the Curricular Guidelines for High School - OCEM (BRAZIL, 2006), corroborating the indications presented officially. The formal way some activities are presented and the themes not always controversial proposed, however, point to silencing pupils voice and indicate the necessity of a reflection on the role of teachers in the development of the effective work. In the voices arena among official documents (OCEM, Call Noticeand Guide of Textbooks - PNLD 2015 Portuguese Language for High School) and the four collections analyzed, Portuguese language textbooks become a singular and only event. And in it the genre debate develops as a not always open dialogue, and sometimes ready to be re-elaborated.

謝樹強. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 396-399. / Xie Shuqiang. / Chapter 第一章 --- 引言 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 第二節 --- 研究意義 --- p.2-3 / Chapter 第三節 --- 研究範圍 --- p.3-4 / Chapter 第二章 --- 文獻綜述 --- p.5 / Chapter 第一節 --- 名詞釋義 --- p.5-13 / Chapter 第二節 --- 文章结構理論述評 --- p.14-39 / Chapter 第三章 --- 理論架構 --- p.40 / Chapter 第一節 --- 《文章结構學》的價值 --- p.40-53 / Chapter 第二節 --- 《文章结構學》的理論架構 --- p.54-107 / Chapter 第三節 --- 文體的定義、分類和「與本研究的關係」 --- p.108-117 / Chapter 第四章 --- 研究設計 --- p.118 / Chapter 第一節 --- 研究對象 --- p.119-122 / Chapter 第二節 --- 研究目的 --- p.122-123 / Chapter 第三節 --- 研究假設 --- p.123 / Chapter 第四節 --- 研究方法 --- p.123-133 / Chapter 第五節 --- 研究限制 --- p.123-134 / Chapter 第五章 --- 初中精讀教材的结構分析 --- p.135 / Chapter 第一節 --- 中一課文之结構分析（合共三十篇） --- p.135-183 / Chapter 第二節 --- 中二課文之结構分析（合共三十篇） --- p.184-233 / Chapter 第三節 --- 中三課文之结構分析（合共三十篇） --- p.234-281 / Chapter 第六章 --- 研究结果的整理與分析 --- p.282-315 / Chapter 第七章 --- 结論與建議 --- p.316-381 / 註 釋 --- p.382-395 / 參考書目 --- p.396-399 / 附 錄 --- p.400-437

蔣鳳. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 129-135. / Jiang Feng. / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究動機與目的 --- p.1 / Chapter 第二節 --- 研究範圍 --- p.5 / Chapter 第三節 --- 研究方法與步驟 --- p.7 / Chapter 第四節 --- 主要名詞界定 --- p.8 / Chapter 第二章 --- 理論基礎與文獻回顧 / Chapter I . --- 目標 / Chapter 第一節 --- 敎學目標的重要性及訂定的原則 --- p.9 / Chapter 第二節 --- 香港中國語文科敎學目標的變革 --- p.12 / Chapter 第三節 --- 香港中國語文科敎學目標分析 --- p.18 / Chapter II . --- 精讀敎材 / Chapter 第四節 --- 敎材的作用、重要性及與目標的關係 --- p.20 / Chapter 第五節 --- 敎材内容的選取 --- p.22 / Chapter 第六節 --- 敎材的組織 --- p.27 / Chapter 第七節 --- 香港中國語文科精讀敎材的编選 --- p.30 / Chapter 一. --- 内容方面： --- p.30 / Chapter 1) --- 高中敎材選取概況 / Chapter 2) --- 學科專家意見 / Chapter 二. --- 编纂（組織）方面： --- p.35 / Chapter 1) --- 敎材编纂概況 / Chapter 2) --- 學科專家意見 / Chapter III. --- 學習者 / Chapter 第八節 --- 敎材應爲學習者而設的理論 --- p.37 / Chapter 一. --- 敎育哲學家 --- p.38 / Chapter 二. --- 心理學家 --- p.39 / Chapter 三. --- 課程學者 --- p.40 / Chapter 四. --- 語文學家 --- p.41 / Chapter 第三章 --- 硏究設計與實施 / Chapter 第一節 --- 研究目的 --- p.43 / Chapter 第二節 --- 研究對象 --- p.44 / Chapter 第三節 --- 研究工具 --- p.45 / Chapter 第四節 --- 實施程序與資料處理 --- p.47 / Chapter 第四章 --- 調查結果分析 / Chapter 第一節 --- 分析方法與探究項目 --- p.49 / Chapter 第二節 --- 調查結果與討論 --- p.51 / Chapter 第五章 --- 結論與建議 / Chapter 第一節 --- 中國語文科的敎學目標 --- p.87 / Chapter 第二節 --- 中國語文科精讀敎材的選取及組織 --- p.89 / Chapter 第三節 --- 現行高中精讀敎材與敎學目標的關係 --- p.96 / Chapter 第四節 --- 硏究限制 --- p.102 / 附錄 / 附件一：各級精讀敎材篇目 --- p.104 / 附件二 ： 一般學生在閱讀、寫作、聆聽、¨®Ơ 話、思維及自學方面應達之水平 --- p.109 / 附件三：語文基本知識的敎學項目 --- p.110 / 附件四：中學中國語文科課本编纂指引 --- p.114 / 附件五：調查問卷： / Chapter 一. --- 中國語文科敎學目標與高中精讀敎材意見調查表 --- p.120 / Chapter 二. --- 中國語文科高中精讀敎材評鑑表 --- p.126 / 文獻參攷 / 中文部分 --- p.129 / 英文部分 --- p.134

孔慕佳. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 331-340. / Kong Mujia. / Chapter 第一章 --- 緖論 / Chapter 第一節 --- 硏究動機 --- p.1 / Chapter 第二節 --- 硏究目的及意義 / Chapter 一 --- 硏究目的 --- p.2 / Chapter 二. --- 硏究意義 --- p.3 / Chapter 第三節 --- 硏究範圍 / Chapter 一 --- 「敎材」、「敎科書」槪念界說 --- p.3 / Chapter 二. --- 選擇以敎科書中的語文基礎知識敎材編排爲硏究範圍的原因 --- p.5 / Chapter 三. --- 硏究範圍的指引 --- p.8 / 本章註釋 --- p.12 / Chapter 第二章 --- 文獻綜述及基礎理論 --- p.13 / Chapter 第一節 --- 語文敎育觀 --- p.14 / Chapter 一. --- 語文科的本質 --- p.14 / Chapter 二. --- 語文科的敎學目的 --- p.16 / Chapter 三. --- 語文敎學要素 --- p.17 / Chapter 四. --- 語文敎學原則 --- p.22 / Chapter 第二節 --- 語文基礎知識敎學 / Chapter 一. --- 範文與語文基礎知識敎學 --- p.27 / Chapter 二. --- 語文基礎知識敎學的重要性及其所面對的困難 --- p.28 / Chapter 三. --- 語文基礎知識敎學原則 --- p.30 / Chapter 四. --- 知識轉化爲能力的主要途徑---練 --- p.35 / Chapter 五. --- 練習的層次分類 --- p.42 / Chapter 第三節 --- 敎科書編寫 --- p.53 / Chapter 一. --- 敎科書的功用和限制 --- p.53 / Chapter 二. --- 一本優良敎科書所具備的條件 --- p.55 / Chapter 三. --- 語文敎科書的編寫 --- p.63 / Chapter 第四節 --- 諸要項的統合 --- p.71 / Chapter 一. --- 統合諸要項的程序 --- p.71 / Chapter 二. --- 整理出編寫語文敎科書中語文基礎知識敎材的要項 --- p.76 / Chapter 第三章 --- 硏究設計 --- p.77 / Chapter 第一節 --- 問卷調查 / Chapter 一. --- 問卷調查的廣泛應用 --- p.79 / Chapter 二. --- 問卷調查在本硏究的應用 --- p.79 / Chapter 第二節 --- 以練爲主線實際分析敎科書中的語文基礎知識敎材的編排 / Chapter 一. --- 設計練習的原則 --- p.87 / Chapter 二. --- 設擬分析問題或題目 --- p.87 / Chapter 三. --- 分析工作前對一些問題的考慮 --- p.89 / Chapter 四. --- 分析工作的具體說明 --- p.105 / Chapter 五 --- 分析結果處理 --- p.124 / Chapter 第四章 --- 問卷調查及敎科書分析的結果與討論 / Chapter 第一節 --- 問卷調查 / Chapter 一. --- 調查期限及方式 --- p.125 / Chapter 二. --- 問卷回收 --- p.125 / Chapter 三. --- 用於分析的數據 --- p.126 / Chapter 四. --- 調查結果分析及討論 --- p.127 / Chapter 第二節 --- 敎科書分析 / Chapter 一. --- 分析各項語文基礎知識敎學項目的分配情況 --- p.174 / Chapter 二. --- 分析各項語文基礎知識敎學項目有否作次序的安排 --- p.195 / Chapter 三. --- 分析定爲學習重點的語文基礎知識敎學項目在預習、 槪念說明及課後練習的編配情況 --- p.196 / Chapter 四. --- 分析語文基礎知識練習的題型 --- p.220 / Chapter 五. --- 分析複習的編排 --- p.236 / Chapter 六. --- 分析練習的學習層次及統計練習的題數 --- p.238 / Chapter 第三節 --- 硏究限制 --- p.281 / 本章註釋 --- p.282 / Chapter 第五章 --- 討論及建議 / Chapter 第一節 --- 討論問題 --- p.283 / Chapter 一. --- 問卷調查所反映的問題 --- p.283 / Chapter 二. --- 分析教材書所發現的問題 --- p.284 / Chapter 三. --- 重點討論問題 --- p.288 / Chapter 第二節 --- 討論及建議 / Chapter 一. --- 著重整體規劃以加強敎材的連繫性 --- p.290 / Chapter 二. --- 以單元組織方法來加強敎材編排的系統性 --- p.306 / Chapter 三. --- 增加練習題的題型和層次的變化 --- p.313 / Chapter 四. --- 作出有利於培養學生自學能力的編排 --- p.326 / Chapter 五. --- 綜合練習和複習的設置 --- p.329 / Chapter 第三節 --- 結語 --- p.330 / 參考書目 --- p.331 / Chapter 附錄一. --- 中學中國語文科課本編纂指引 --- p.341 / Chapter 二. --- 語文基礎知識敎學項目 --- p.347 / Chapter 三. --- Enrolment Survey1993 --- p.349 / Chapter 四. --- 模擬問卷調查使用的問卷 --- p.350 / Chapter 五. --- 模擬問卷調查的說明信 --- p.354 / Chapter 六. --- 模擬問卷調查的問卷信度及各題的相關係數 --- p.355 / Chapter 七. --- 模擬問卷調查中不同組別的數據 --- p.357 / Chapter 八. --- 模擬問卷調查中使用單因子變異數分析數據(one way analysis) / Chapter 九. --- 正式問卷調查使用的問卷 --- p.363 / Chapter 十. --- 語文試題分類 --- p.367 / Chapter 十一. --- 正式問卷調查中致校長的說明信 --- p.375 / Chapter 十二. --- 正式問卷調查中致科主任的說明信 --- p.376 / Chapter 十三. --- 正式問卷調查中致聯絡人的說明信 --- p.377 / Chapter 十四. --- 備忘信件 --- p.378 / Chapter 十五. --- 正式問卷調查中問卷的Alpha和相關係數(r) --- p.379 / Chapter 十六. --- 在正式問卷調查中塡寫於問卷的文字資料 --- p.380 / 圖表索引 --- p.413

"August 2003" / Bibliography: p. [1-29] / xii, 210, [166] p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This study examines engagement in English as a foreign language (EFL) literacy practices as opportunities for making meanings with texts and for learning English as a foreign language. The study also proposes practical implications for EFL instruction. / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of Linguistics, 2004

University of Macau / Faculty of Education