Made available in DSpace on 2016-04-28T19:33:49Z (GMT). No. of bitstreams: 1 Khalil Salem Sugui.pdf: 611234 bytes, checksum: acb33e915ebd130a4a5b247dfae3aafc (MD5) Previous issue date: 2014-08-12 / This research investigates the value of tacit knowledge in education, especially as regards the teaching practice of portuguese language. For both elucidates the dimensions of both explicit knowledge as implicit knowledge, which is resize when one takes into account empirical and contextual aspects, whose structure builds new epistemological values, sometimes associated with the experience, sometimes articulated with prior knowledge. Indeed, the relevance of this research is due to the current overvaluation of explicit knowledge, which minimizes the importance of other potential gnosiological, such as intuition, and leads to the idea that many lessons are either totally right or totally wrong, deconstructing the principle of relativity and ponderability inherent epistemological act. It is intended, in this thesis, overcome this dualistic view, valuing, coherently, the tacit dimension of knowledge, as well as all other potential presents in this gnosiological plan. Indeed, in relation specifically to the linguistic study, this study is the assumption that every speaker has tacit knowledge of language and cognitive considers that such acquisitions can be used to advantage in the teaching and learning language process. Through a pedagogical look that enhances the personal aspects, and subsidiary tacit knowledge, we explore the importance of timely insight, intuition and discovery in the construction process of human knowledge, strengthening, thus, an organizational structure and articulated in terms the consolidation of skills and competencies consistent with the needs of today's knowledge society. The thesis draws upon theory in studies of Michael Polanyi, which mostly show the importance of tacit knowledge in human epistemological conformation. Other philosophers of science, such as Aristotle, Plato and Progogine are also used, in order to clarify, a dialogical way, the horizons of human knowledge as well as their internal dynamics and gradations. The research within the linguistic study bolsters on studies and concepts developed by Kleiman, Bechara, Chomsky and Van Dijk, seeking, according to these surveys, the values of key scoring tacit knowledge in the construction of linguistic knowledge / Esta pesquisa investiga o valor do conhecimento tácito no ensino, sobretudo no que se refere à prática docente de língua portuguesa. Para tanto, elucida as dimensões tanto dos saberes explícitos quanto dos saberes implícitos, os quais se redimensionam quando se leva em consideração aspectos empíricos e contextuais, cujas tessituras erigem novos valores epistemológicos, ora associados à vivência, ora articulados aos saberes prévios. Com efeito, a relevância dessa pesquisa deve-se à atual supervalorização do conhecimento explícito, que minimiza a importância de outros potenciais gnosiológicos, como a intuição, e conduz à ideia de que numerosas ilações são ou totalmente certas ou totalmente erradas, descaracterizando, desse modo, o princípio de relativização e ponderabilidade inerente ao ato epistemológico. Pretende-se, nessa tese, superar tal visão dualística, valorizando, de maneira coerente, a dimensão tácita do conhecimento, bem como todos os demais potenciais gnosiológicos aliançados a esse plano. Deveras, no que tange especificamente ao estudo linguístico, este estudo parte da suposição de que todo falante detém conhecimentos tácitos da língua e considera que tais aquisições cognitivas podem ser utilizadas com vantagem no processo de ensino e aprendizagem de língua. Mediante um olhar pedagógico que valorize os aspectos pessoais, tácitos e subsidiários do conhecimento, explora-se pontualmente a importância da percepção, da intuição e da descoberta no processo de construção do conhecimento humano, fortalecendo, dessa forma, uma estrutura orgânica e articulada no tocante à consolidação de habilidades e competências coerentes com as necessidades da atual sociedade do conhecimento. A tese respalda-se teoricamente nos estudos de Michael Polanyi, os quais majoritariamente evidenciam a importância do conhecimento tácito na conformação epistemológica humana. Outros filósofos da ciência, como Aristóteles, Platão e Progogine são também utilizados, objetivando clarificar, de modo dialógico, os horizontes do conhecimento, bem como suas gradações e dinâmicas internas. A pesquisa, no âmbito do estudo linguístico, ampara-se nos estudos e conceitos desenvolvidos por Kleiman, Bechara, Chomsky e Van Dijk, procurando, à luz dos princípios investigados em tais pesquisas, pontuar os valores do conhecimento tácito fundamentais na construção do conhecimento linguístico

Considerando-se a prática das escolas de línguas de não exigirem a formação em Letras dos professores de língua inglesa que atuam nessas instituições, o trabalho tem como objetivo analisar as representações em torno dos saberes e habilidades desse profissional e de sua formação, bem como fazer reflexões sobre o ensino de língua estrangeira, relacionadas a essas representações. As representações são analisadas em três contextos, o da escola de línguas, o da escola de ensino fundamental e médio da rede oficial de ensino e o do curso de licenciatura em Letras. O corpus constitui-se de entrevistas com sujeitos alunos e professores nesses três contextos, além de entrevistas com sujeitos coordenadores de escola de línguas. A pesquisa sustenta-se por pressupostos teóricos da Análise do Discurso, para a qual a língua não é transparente, e o sujeito e o sentido se constituem mutuamente. Os resultados revelam que as representações sobre os saberes do professor constroem, entre outros, sentidos em torno das quatro habilidades da língua como o único tipo de saber que o professor necessita e, de forma complementar, dos cursos de Letras como lugares em que não se constroem saberes lingüísticos relevantes. A análise das representações sobre a prática, por sua vez, mostra que ela está relacionada à aula voltada para o aluno como cliente, no contexto da escola de línguas, e sentidos do fracasso no ensino da língua inglesa e do controle da sala da aula, na escola pública. Procura-se mostrar como essas representações sobre a prática articulam-se com aquelas sobre os saberes e a formação. / Taking into account the fact that language schools in Brazil do not require a degree in Letters in order for the teacher of English as a foreign language to work at this institution, the objective of this dissertation is to analyse the representations about this professionals knowlege and skills, as well as his education, besides reflecting upon English language teaching practices related to these representations. The representations are analysed in three different contexts, namely the language school, the public secondary school and the Letters undergraduate course. The corpus was is formed by interviews with teachers and students in the three contexts, besides interviews with coordinators of a language school. The analysis is based on the theoretical concepts of Discourse Analysis, according to which language is not transparent, and subject and meaning mutually build each other. The results show that the representations about the knowledge of the teacher produce, among others, meanings about the four abilities in the language as the only type of knowledge the teacher needs and, in a complementary manner, about the Letters courses as contexts in which relavant knowledges about the language cannot be built. The analysis of the representations about the practice shows that it is related to the class aimed at the student as a client, in the language school context, and meanings about the failure in the English language teaching and the control over students, at the public school. There is an attempt to show how these representations about the practices are related to those about the knowledge and the teacher education.

Nous présentons une recherche en ingénierie des connaissances appliquée aux prédicats linguistiques et aux définitions lexicographiques de la théorie Sens-Texte (TST). Notre méthodologie comporte trois étapes. 1. Nous montrons en quoi la conceptualisation de la TST devrait être étendue pour faciliter sa formalisation. Nous justifions la nécessité de définir un niveau sémantique profond (SemP) à base de graphes. Nous y définissons la notion de type d'unité sémantique profonde et sa structure actancielle, de sorte que leur organisation hiérarchique puisse correspondre à une hiérarchie de sens au sein de laquelle ces structures actancielles sont héritées et spécialisées. Nous reconceptualisons les définitions lexicographiques au niveau SemP, et au niveau du dictionnaire. Finalement, nous présentons un prototype d'éditeur de définitions basé sur la manipulation directe de graphes. 2. Nous proposons un formalisme de représentation des connaissances adapté à cette conceptualisation. Nous démontrons que les logiques de description et le formalisme des Graphes Conceptuels ne sont pas adaptés, et nous construisons alors un nouveau formalisme, dit des Graphes d'Unités. 3. Nous étudions l'opérationnalisation du formalisme des Graphes d'Unités. Nous lui associons une sémantique formelle basée sur la théorie des modèles et l'algèbre relationnelle, et montrons que les conditions de décidabilité du raisonnement logique correspondent aux intuitions des lexicographes. Nous proposons également une implémentation du formalisme avec les standards du web sémantique, ce qui permet de profiter des architectures existantes pour l'interopérationnalisation sur le web des données lexicales liées. / We present our research in applying knowledge engineering to linguistic predicates and lexicographic definitions of the Meaning-Text Theory (MTT). We adopt a three-step methodology. 1. We first show how the MTT conceptualization should be extended to ease its formalization. We justify the need of defining a new graph-based deep semantic level. We define the notion of deep semantic unit types and its actantial structure, so that their hierarchical organization may correspond to a hierarchy of meanings, inside which actantial structures are inherited and specialized. We re-conceptualize lexicographic definitions at the deep semantic level, and at the level of dictionaries. Finally, we present a definition editor prototype based on graph direct manipulation, which will allow us, in future work, to integrate our formal model into explanatory combinatorial lexicographic projects. 2. We then propose a knowledge representation formalism (KR) adapted for this conceptualization. We demonstrate that Description Logics and the Conceptual Graphs formalism do not fit our needs. This leads us to construct a new knowledge representation formalism: the Unit Graphs formalism. 3. Finally, we operationalize the Unit Graphs formalism. We assign it a formal semantic model, which we create based on model theory and relational algebra. We then show that the reasoning decidability conditions match the intuitions that lexicographers have. We also provide an implementation using semantic web standards, which enable us to use existing architectures for sharing, interoperability, and knowledge querying over the web of lexical linked data.

Lately most investigations regarding Swedish students’ level in Spanish as a foreign language indicate that there is a notable gap in their linguistic knowledge. It is possible to give various explanations to this tendency, such as the capacity of the educators or the level of motivation the students have. These explications, however, does not explain the fact that this is a problem on a national level. In order to be part of the search to find a potential solution to this issue this investigation has been made with the intention of assessing whether the students truly learn what they are being taught, by means of a modified error analysis, in which there it has also been investigated what part of the Spanish language that seems to be the most problematic to learn for the students at a Swedish upper secondary school. Last but not least this study also attempts to look into the possible influences of the first language and the gender of the learners. The error analysis that has been used consists in a test that contains twelve sentences, of which six are incorrect. All the sentences were based on constituents of the Spanish language that had already been studied in class. The students who participated in this study, all of them at the first, third and fourth level in the curriculum established by Swedish National Agency for Education, where asked to identify erroneous sentences and correct them. In this paper it has been proved that the learners, in fact, have failed to learn a considerable part of what they have been taught. It has also been established that neither gender nor native language can be considered relevant factors in the students’ learning ability. As for the most difficult part in the Spanish language it has not been possible to identify a generalizable result, but a few errors that can be found in more than one of the investigated groups, and therefore point out vital problems in the acquisition-process, has been identified. In conclusion, this paper shows that the knowledge of the Swedish students need some improvement, especially when it comes to ensuring that the learners won’t keep making the same mistakes over and over again.

Le récent essor des algorithmes d'apprentissage automatique a rendu les méthodes de Traitement Automatique des Langues d'autant plus sensibles à leur facteur le plus limitant : la qualité des systèmes repose entièrement sur la disponibilité de grandes quantités de données, ce qui n'est pourtant le cas que d'une minorité parmi les 7.000 langues existant au monde. La stratégie dite du transfert cross-lingue permet de contourner cette limitation : une langue peu dotée en ressources (la cible) peut être traitée en exploitant les ressources disponibles dans une autre langue (la source). Les progrès accomplis sur ce plan se limitent néanmoins à des scénarios idéalisés, avec des ressources cross-lingues prédéfinies et de bonne qualité, de sorte que le transfert reste inapplicable aux cas réels de langues peu dotées, qui n'ont pas ces garanties. Cette thèse vise donc à tirer parti d'une multitude de sources et ressources cross-lingues, en opérant une combinaison sélective : il s'agit d'évaluer, pour chaque aspect du traitement cible, la pertinence de chaque ressource. L'étude est menée en utilisant l'analyse en dépendance par transition comme cadre applicatif. Le cœur de ce travail est l'élaboration d'un nouveau méta-algorithme de transfert, dont l'architecture en cascade permet la combinaison fine des diverses ressources, en ciblant leur exploitation à l'échelle du mot. L'approche cross-lingue pure n'étant en l'état pas compétitive avec la simple annotation de quelques phrases cibles, c'est avant tout la complémentarité de ces méthodes que souligne l'analyse empirique. Une série de nouvelles métriques permet une caractérisation fine des similarités cross-lingues et des spécificités syntaxiques de chaque langue, de même que de la valeur ajoutée de l'information cross-lingue par rapport au cadre monolingue. L'exploitation d'informations typologiques s'avère également particulièrement fructueuse. Ces contributions reposent largement sur des innovations techniques en analyse syntaxique, concrétisées par la publication en open source du logiciel PanParser, qui exploite et généralise la méthode dite des oracles dynamiques. Cette thèse contribue sur le plan monolingue à plusieurs autres égards, comme le concept de cascades monolingues, pouvant traiter par exemple d'abord toutes les dépendances faciles, puis seulement les difficiles. / As a result of the recent blossoming of Machine Learning techniques, the Natural Language Processing field faces an increasingly thorny bottleneck: the most efficient algorithms entirely rely on the availability of large training data. These technological advances remain consequently unavailable for the 7,000 languages in the world, out of which most are low-resourced. One way to bypass this limitation is the approach of cross-lingual transfer, whereby resources available in another (source) language are leveraged to help building accurate systems in the desired (target) language. However, despite promising results in research settings, the standard transfer techniques lack the flexibility regarding cross-lingual resources needed to be fully usable in real-world scenarios: exploiting very sparse resources, or assorted arrays of resources. This limitation strongly diminishes the applicability of that approach. This thesis consequently proposes to combine multiple sources and resources for transfer, with an emphasis on selectivity: can we estimate which resource of which language is useful for which input? This strategy is put into practice in the frame of transition-based dependency parsing. To this end, a new transfer framework is designed, with a cascading architecture: it enables the desired combination, while ensuring better targeted exploitation of each resource, down to the level of the word. Empirical evaluation dampens indeed the enthusiasm for the purely cross-lingual approach -- it remains in general preferable to annotate just a few target sentences -- but also highlights its complementarity with other approaches. Several metrics are developed to characterize precisely cross-lingual similarities, syntactic idiosyncrasies, and the added value of cross-lingual information compared to monolingual training. The substantial benefits of typological knowledge are also explored. The whole study relies on a series of technical improvements regarding the parsing framework: this work includes the release of a new open source software, PanParser, which revisits the so-called dynamic oracles to extend their use cases. Several purely monolingual contributions complete this work, including an exploration of monolingual cascading, which offers promising perspectives with easy-then-hard strategies.