Indiana University-Purdue University Indianapolis (IUPUI) / This thesis explores the developmental pathway of thematic coherence among one Saudi female student in a foundational second language (L2) writing composition course, contributing to the field of L2 academic writing by offering a rich description of writing development. Despite a rapid increase in enrollment in the past 10 years, students from the Kingdom of Saudi Arabia (KSA) remain an understudied L2 learner population. In addition, although a number of studies have explored coherence among L2 learners of English, such research focuses either on the linguistic features utilized by learners to ensure cohesion or on the contrast between L2 learners’ cohesive devices and that of professional standards. To date, no studies offer insight into learners’ developmental trajectory toward greater competency in producing coherent academic paragraphs. The present study proposes an alternative approach by analyzing academic paragraphs in light of the definition of thematic coherence as a general-to-particular structure of ideas, i.e., a flow of information to form a superordinate-subordinate structure in which subordinate ideas support the abstract, overarching assertion. Further, the study uses the methodology of a microgenetic analysis to facilitate the tracing of the history of mediation and micro-changes in the focal learner’s written production over time as it relates to the proposed definition of thematic coherence. Each of the written drafts of paragraphs produced by the focal student is analyzed in sequence. An analysis of qualitative data is presented to contextualize and describe the focal learner’s experience in the instructional context and how this is interconnected to the development of her written paragraphs. The results showed an increase in the student’s ability to produce academic paragraphs with a general-to-particular structure, particularly during mediation that was rich with metalinguistic terminology that also created opportunities to collaboratively construct meanings of such terms. A main contribution to L2 academic writing this study offers is a rich description of a student’s developing skills in producing academic paragraphs. An implication is that to nurture academic writing skills, such as thematic coherence among students from KSA, instruction must be attentive to the developmental stages this student population progresses through.

Submitted by Kenia Bernini (kenia.bernini@ufpel.edu.br) on 2018-02-27T21:31:50Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carla_Adelina_Inácio_Oliveira_Dissertação.pdf: 3205146 bytes, checksum: 01d55b1e3b389ac0ea4e89f5bdd073a9 (MD5) Carla_Adelina_Inácio_Oliveira_Produto.pdf: 2118453 bytes, checksum: a375067dd335744d92fdfa2b3d027430 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2018-02-28T11:21:36Z (GMT) No. of bitstreams: 3 Carla_Adelina_Inácio_Oliveira_Dissertação.pdf: 3205146 bytes, checksum: 01d55b1e3b389ac0ea4e89f5bdd073a9 (MD5) Carla_Adelina_Inácio_Oliveira_Produto.pdf: 2118453 bytes, checksum: a375067dd335744d92fdfa2b3d027430 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-03-05T21:06:52Z (GMT) No. of bitstreams: 3 Carla_Adelina_Inácio_Oliveira_Dissertação.pdf: 3205146 bytes, checksum: 01d55b1e3b389ac0ea4e89f5bdd073a9 (MD5) Carla_Adelina_Inácio_Oliveira_Produto.pdf: 2118453 bytes, checksum: a375067dd335744d92fdfa2b3d027430 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-05T21:07:01Z (GMT). No. of bitstreams: 3 Carla_Adelina_Inácio_Oliveira_Dissertação.pdf: 3205146 bytes, checksum: 01d55b1e3b389ac0ea4e89f5bdd073a9 (MD5) Carla_Adelina_Inácio_Oliveira_Produto.pdf: 2118453 bytes, checksum: a375067dd335744d92fdfa2b3d027430 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-10-03 / Sem bolsa / A dissertação de mestrado trata do desenvolvimento de uma pesquisa, organizada em torno do tema Tecnologia, com o planejamento de ações contextualizadas que associam os conteúdos de Ciências às vivências e aos interesses dos estudantes do 9º ano do Ensino Fundamental, de uma escola pública estadual do município de Dom Pedrito. O objetivo da pesquisa, ao desenvolver um projeto de trabalho (HERNÁNDEZ, 1998), considerando a Tecnologia como objeto de estudo e como estratégia metodológica de ensino foram organizadas em quatro eixos: Biotecnologia, Lixo Eletrônico, Viajando no Espaço e Radioatividade, sendo utilizado um blog como recurso didático para o desenvolvimento das atividades. Este estudo baseia-se teoricamente na perspectiva histórico-cultural (VIGOTSKI, 2008), considerando indícios ou evidências que demonstram a aprendizagem dos estudantes. Os resultados da pesquisa foram analisados com o uso da análise microgenética, considerados como materiais para a análise, os relatos das aulas em registros do diário de aula da professora, as transcrições de questionários realizados com os alunos ao longo das aulas, e as gravações em áudio dos diálogos dos estudantes e professora pesquisadora. Como principais resultados do desenvolvimento do projeto de trabalho, esse possibilitou uma reflexão sobre o ensino de Ciências, a partir da observação de um maior interesse e motivação dos estudantes para o estudo de Ciências, o desenvolvimento de possíveis relações conceituais, atitudinais e procedimentais na produção do conhecimento escolar, na aprendizagem e desenvolvimento dos estudantes, bem como a percepção de indícios de elaboração conceitual pelos alunos de assuntos trabalhados nos eixos temáticos, possibilitando a construção do conhecimento escolar a partir da interação dos conhecimentos científicos e cotidianos. / The masters dissertation deals with the development of a research, organised around the technology theme, with the planning of contextualized actions that associate science content with the experiences and the interests of students in the ninth grade of elementary School, State public of the municipality of Dom Pedrito. The objective of the research, when developing a work project (HERNÁNDEZ, 1998), considering the technology as a study object and as a methodological teaching strategy were organised on four axes: biotechnology, junk e-mail, traveling in space and radioactivity, Being used a blog as a didactic resource for the development of activities. This study is based theoretically in the historical-cultural perspective (Vygotsky, 2008), considering clues or evidence demonstrating students learning. The research results were analysed with the use of microgenetic analysis, considered as material for analysis, lessons in the teacher's diary records, the transcripts of questionnaires performed with pupils throughout the lessons, and the recordings in Audio of the dialogues of the students and a researcher teacher. As the main results of the development of the work project, this has enabled a reflection on the teaching of sciences, from the observation of a greater interest and motivation of the students for the study of Sciences, the development of possible conceptual relationships, Attitudinal traits and procedural in the production of school knowledge, learning and development of students, as well as the perception of conceptual elaboration by students of subjects worked on thematic axes, enabling the construction of knowledge School from the interaction of scientific and everyday knowledge

Qatar’s education system has recently been subjected to a process of deep structural reform. One of the beliefs which underpins this reform is the assumption that learner-centred pedagogy is more effective than traditional teacher-centred pedagogy. However, there is limited empirical evidence from a Qatari classroom context regarding the effectiveness of using learner-centred pedagogies. This lack of empirical evidence extends to the teaching of English as a foreign language. This study employed Vygotskian sociocultural theory as a lens to investigate the effects of working collaboratively on learners’ longer-term performance of two grammatical structures, the simple past passive and the present continuous passive, as well as the cognitive processes involved. Interventionist dynamic assessment was used to quantify the linguistic performance of male Arabic undergraduate EFL learners (N = 52) three times (pretest, posttest, and delayed posttest) over a 12-week period. In-between the pretest and the posttest, six form-focused treatment tasks were administered. The experimental group (n = 20) completed the treatment tasks collaboratively; the comparison group (n = 16) completed the treatment tasks individually; and the control group (n = 16) did not complete the treatment tasks. In addition, the genetic method was employed to trace the linguistic development of four participants in the experimental group. These four participants were audio-recorded as they collaboratively completed each treatment session. Mood’s median test (Mood, 1954) found a pretest to posttest statistically significant difference (M = 7.70, df = 1, p = 0.01) between the performances of the experimental and control groups for the structure of the simple past passive which is moderate to large in size (Cramér’s V = 0.46). However for both target structures, no statistically significant difference was found between the experimental group and the comparison group, suggesting that the treatment condition of working collaboratively was not more effective in promoting learners’ linguistic development than the treatment condition of working individually. Additionally, the descriptive statistics revealed high levels of individual variation. Of the four participants who were audio-recorded, the journey of one learner is presented. This data was analysed using a microgenetic approach with LREs (Swain and Lapkin, 1995, 1998, 2002) as the unit of analysis. The microgenetic analysis shows how working collaboratively provides learners with access to a shared cognitive space. Within this space, they can employ language as a cognitive tool to access other-regulation from their peers and deploy their own self-regulatory strategies. The experience of an individual was explored within the context of the linguistic gains made by the collective to whom he belongs. Thus, even though the statistical analysis of the results suggests that working collaboratively is not more effective in facilitating learners’ linguistic development than working individually, the process of language learning has been connected to the outcome of language learning through the results of the descriptive statistics and the microgenetic analysis. This study contributes to a better understanding of: the types of pedagogies that may be effective in a Qatari undergraduate context, why collaborative learning can be effective, how knowledge which is initially social can take on a psychological function, and how the Vygotskian sociocultural methodologies of the genetic method and dynamic assessment can be integrated into an SLA design.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / nÃo hà / O objetivo desta pesquisa foi compreender o papel das estratÃgias de mediaÃÃo simbÃlicas, utilizadas por surdos usuÃrios de LIBRAS, quando estes, em situaÃÃo de interaÃÃo entre si ou entre surdos e professor, construÃam conhecimento escolar de forma compartilhada. Para tanto, foi realizado um estudo no Centro de CapacitaÃÃo de Profissionais da EducaÃÃo e Atendimento Ãs Pessoas com Surdez â CAS, sendo que foram selecionadas duas duplas de surdos atendidos na oficina de jogos e exercÃcios para estimulaÃÃo do raciocÃnio lÃgico. Realizou-se entÃo uma pesquisa com enfoque etnogrÃfico no intuito de se compreender tais estratÃgias utilizadas no contexto escolar. Para tanto foram realizadas vÃdeo-filmagens das atividades dessas duplas e, posteriormente, seguiu-se a fase de traduÃÃo / transcriÃÃo do material destinado à anÃlise microgenÃtica. Foi tomada como unidade de anÃlise a atividade discursiva desses sujeitos em seus momentos de interaÃÃo. As teorias que orientaram esse trabalho foram a teoria histÃrico-cultural de Lev Vygotski (conceitos: funÃÃes psicolÃgicas, mediaÃÃo, zona de desenvolvimento proximal) e a teoria da linguagem de Mikhail Bakhtin (conceitos: dialogia, polifonia, enunciaÃÃo). Foram identificadas e analisadas algumas estratÃgias. Para efeito de exposiÃÃo, procurou-se dividir as estratÃgias em dois grupos: o primeiro deles seriam aquelas estratÃgias que estariam ligadas Ãs funÃÃes psicolÃgicas superiores em sua dimensÃo instrumental (compreensÃo como instrumentos psicolÃgicos), o segundo grupo ficou ligado Ãs funÃÃes psicolÃgicas superiores em sua dimensÃo processual (compreensÃo como processos psicolÃgicos). No primeiro grupo identificou-se e analisou-se diferentes estratÃgias para as operaÃÃes de soma e divisÃo, no segundo grupo foram encontradas estratÃgias ligadas à percepÃÃo visual e à aÃÃo organizadora do pensamento. O estudo das estratÃgias permitiu realizar uma reflexÃo em torno da idÃia de que à psicologia poderia estabelecer como foco o estudo das eficiÃncias dos surdos, discurso este para alÃm da deficiÃncia, e ainda tentar afastar metanarrativas sobre a constituiÃÃo psÃquica de surdos, do tipo incompetÃncia cognitiva. / The aim of this research was to understand the role of symbolic strategies mediating, used by the deaf people who make usage of Sign language, when the formers, when in situation of interaction among themselves or between the deaf and teachers, constructed some enabling common knowledge. For that, a study was made at Centro de CapacitaÃÃo de Profissionais da EducaÃÃo e Atendimento Ãs Pessoas com Surdez â CAS, having two pairs of deaf people selected and assisted at the workshop of games and exercises to stimulate logic reasoning. A survey was carried out ethnographicly focusing on the intention of figuring out strategies used in the school context. For doing so, video-tapings of the activities of the pairs were done and afterwards came the phase of the translation / transcription of the material destined to the microgenectic analysis. Discursive activities of these people in interaction situations were taken as a unit of analysis. The theories that led this paper were the historic-cultural approach of Lev Vygotski (concepts: mental functions, mediation, zone of proximal development) and the language theory of Mikhail Bakhtin (concepts: dialoge, polyphone, enuntiation). Some strategies were identified and analyzed. For exhibition purpose, these strategies were divided into two groups: the first one would contain those which were connected to high mental functions in its instrumental dimension (understanding as psychological instruments), the second group was connected to high mental functions in its dimension of process (understanding as psychological processes). In the first group, different strategies of addition and division were identified and analyzed, while in the second group were found strategies connected to visual perception and the organizing action of thoughts. The study on such strategies allowed us to have a reflection concerning the idea that Psychology could establish as a goal the study of the efficiency of the deaf, this matter is beyond deficiency, and also try to push away metanarratives about the mental constitution of the deaf, such as cognitive incompetence.

Made available in DSpace on 2016-06-02T19:39:24Z (GMT). No. of bitstreams: 1 4133.pdf: 1078786 bytes, checksum: e629f59a5c280933ae0d5eb842ba7394 (MD5) Previous issue date: 2012-01-10 / Financiadora de Estudos e Projetos / The intention of this research was to analyze and clarify the conceptual foundations of the Historical-Cultural Theory, based on the Historical-Dialectical Materialism by Marx, and their direct implications for the pedagogical practices, specifically on the processes of teaching and learning, in order to contribute to the Brazilian Basic Education, in the search to understand and overcome the problems related to the difficulties of teaching and student learning. The Historical-Cultural Theory is based on the Historical-Dialectical Materialism by Marx and has its methodological foundation founded in the microgenetic analysis. The Marxist theoretical presumptions assists Vigotsky s analysis with the discussion of humans being not only a biological structure, but rather a consequence of the historical-cultural relation, having work as the main mediator. Vigotsky and collaborators present important theoretical and practical contributions to the understanding of the dialectical relations between Teaching and Learning. Vigotsky s microgenetic analysis shows us how to overcome this dilemma between the processes of teaching and learning. From Vigotsky s point of view, the pedagogical processes are intentional, deliberate, and the school is the place where the intentional pedagogical intervention triggers the learning and quality teaching processes. The research is of a bibliographic nature and uses two sources: the primary ones, pieces of work of authors from the Historical-Cultural Theory, and the secondary ones, pieces of work of authors who interpret the primary pieces of work. The question that guided the research was: What are the core concepts of the Historical-Cultural Theory, based on the Marxist theory and its implications for the pedagogical practices? The objectives outlined to answer this theme were: to analyze, in the writings of the Marxist philosophy, the major theoretical points of the Historical-Dialectical Materialism that assist the Historical-Cultural Theory; to clarify the contributions to the Historical- Cultural Theory to the understanding of the dialectical relations in the processes developed in the pedagogical practices. The results clearly show the necessity of overcoming the biological paradigm of Education and presenting an educative model oriented around the viewpoint of society, of human being and of knowledge as highly social, as well as the conceptions of teaching and learning as processes of human activity mediated by human relations and of nature itself. An educative model oriented around the teacher s mediated activity in students zone of proximal development. The work intended to contribute to the advancement of pedagogical practices and in-depth academic discussion about the mediated activity and the zone of proximal development, as focuses of teachers performance, towards school teaching and learning problems. / A intenção desta pesquisa foi analisar e explicitar as bases conceituais da Teoria Histórico-Cultural, fundamentadas no Materialismo Histórico-Dialético de Marx, e suas implicações diretas nas práticas pedagógicas, especificamente sobre os processos de ensino e de aprendizagem, com o intuito de colaborar com a Educação Básica brasileira, na busca de compreender e superar a problemática relacionada às dificuldades de ensino e de aprendizagem dos alunos. A Teoria Histórico-Cultural baseia-se no Materialismo Histórico-Dialético de Marx e tem sua fundamentação metodológica alicerçada na análise microgenética. Os pressupostos teóricos marxistas subsidiam as análises de Vigotsky na discussão de que o ser humano não é só estrutura biológica, mas, sim, consequência da relação histórico-cultural, tendo o trabalho como mediador principal. Vigotsky e colaboradores apresentam importantes contribuições teórico-práticas para a compreensão das relações dialéticas entre Ensino e Aprendizagem. A análise microgenética de Vigotsky nos mostra como superar esse dilema entre os processos de ensino e de aprendizagem. Para Vigotsky os processos pedagógicos são intencionais, deliberados e a escola é o lugar onde a intervenção pedagógica intencional desencadeia os processos de aprendizagem e de ensino de qualidade. A pesquisa tem natureza bibliográfica, usando duas fontes: as primárias, obras dos autores de Teoria Histórico- Cultural e, secundárias, obras de autores que interpretam as obras primárias. A questão que orientou a pesquisa foi: Quais os conceitos centrais da Teoria Histórico-Cultural, fundamentados na teoria marxista e suas implicações nas práticas pedagógicas? Os objetivos delineados para responder esta temática foram: analisar nos escritos da filosofia marxista os principais pontos teóricos do Materialismo Histórico-Dialético que subsidiam a Teoria Histórico-Cultural; explicitar os aportes da Teoria Histórico- Cultural para a compreensão das relações dialéticas nos processos desenvolvidos nas práticas pedagógicas. Os resultados evidenciam a necessidade de superação do paradigma biologicista da Educação e de apresentar um modelo educativo pautado na visão de sociedade, de homem e de conhecimento como eminentemente social, bem como as concepções de ensino e de aprendizagem como processos da atividade humana mediados pelas relações humanas e da própria natureza. Um modelo educativo pautado na atividade mediada do professor na zona de desenvolvimento proximal dos alunos. O trabalho pretendeu contribuir para o avanço das práticas pedagógicas e discussão acadêmica aprofundada sobre a atividade mediada e a zona de desenvolvimento proximal, como focos da atuação docente, frente aos problemas de ensino e aprendizagem escolares.

CHAVES, Hamilton Viana. Estratégias de mediação e construção compartilhada de conhecimentos entre surdos. 2006. 129 f. Dissertação (Mestrado em Psicologia) – Universidade Federal do Ceará, Departamento de Psicologia, Programa de Pós-Graduação em Psicologia, Fortaleza-CE, 2006. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-01-16T15:46:02Z No. of bitstreams: 1 2006_dis_HVChaves.PDF: 875901 bytes, checksum: 0de6a906fd086f5e036725a9ac2d6316 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-03-08T12:45:17Z (GMT) No. of bitstreams: 1 2006_dis_HVChaves.PDF: 875901 bytes, checksum: 0de6a906fd086f5e036725a9ac2d6316 (MD5) / Made available in DSpace on 2012-03-08T12:45:17Z (GMT). No. of bitstreams: 1 2006_dis_HVChaves.PDF: 875901 bytes, checksum: 0de6a906fd086f5e036725a9ac2d6316 (MD5) Previous issue date: 2006 / The aim of this research was to understand the role of symbolic strategies mediating, used by the deaf people who make usage of Sign language, when the formers, when in situation of interaction among themselves or between the deaf and teachers, constructed some enabling common knowledge. For that, a study was made at Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez – CAS, having two pairs of deaf people selected and assisted at the workshop of games and exercises to stimulate logic reasoning. A survey was carried out ethnographicly focusing on the intention of figuring out strategies used in the school context. For doing so, video-tapings of the activities of the pairs were done and afterwards came the phase of the translation / transcription of the material destined to the microgenectic analysis. Discursive activities of these people in interaction situations were taken as a unit of analysis. The theories that led this paper were the historic-cultural approach of Lev Vygotski (concepts: mental functions, mediation, zone of proximal development) and the language theory of Mikhail Bakhtin (concepts: dialoge, polyphone, enuntiation). Some strategies were identified and analyzed. For exhibition purpose, these strategies were divided into two groups: the first one would contain those which were connected to high mental functions in its instrumental dimension (understanding as psychological instruments), the second group was connected to high mental functions in its dimension of process (understanding as psychological processes). In the first group, different strategies of addition and division were identified and analyzed, while in the second group were found strategies connected to visual perception and the organizing action of thoughts. The study on such strategies allowed us to have a reflection concerning the idea that Psychology could establish as a goal the study of the efficiency of the deaf, this matter is beyond deficiency, and also try to push away metanarratives about the mental constitution of the deaf, such as cognitive incompetence. / O objetivo desta pesquisa foi compreender o papel das estratégias de mediação simbólicas, utilizadas por surdos usuários de LIBRAS, quando estes, em situação de interação entre si ou entre surdos e professor, construíam conhecimento escolar de forma compartilhada. Para tanto, foi realizado um estudo no Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez – CAS, sendo que foram selecionadas duas duplas de surdos atendidos na oficina de jogos e exercícios para estimulação do raciocínio lógico. Realizou-se então uma pesquisa com enfoque etnográfico no intuito de se compreender tais estratégias utilizadas no contexto escolar. Para tanto foram realizadas vídeo-filmagens das atividades dessas duplas e, posteriormente, seguiu-se a fase de tradução / transcrição do material destinado à análise microgenética. Foi tomada como unidade de análise a atividade discursiva desses sujeitos em seus momentos de interação. As teorias que orientaram esse trabalho foram a teoria histórico-cultural de Lev Vygotski (conceitos: funções psicológicas, mediação, zona de desenvolvimento proximal) e a teoria da linguagem de Mikhail Bakhtin (conceitos: dialogia, polifonia, enunciação). Foram identificadas e analisadas algumas estratégias. Para efeito de exposição, procurou-se dividir as estratégias em dois grupos: o primeiro deles seriam aquelas estratégias que estariam ligadas às funções psicológicas superiores em sua dimensão instrumental (compreensão como instrumentos psicológicos), o segundo grupo ficou ligado às funções psicológicas superiores em sua dimensão processual (compreensão como processos psicológicos). No primeiro grupo identificou-se e analisou-se diferentes estratégias para as operações de soma e divisão, no segundo grupo foram encontradas estratégias ligadas à percepção visual e à ação organizadora do pensamento. O estudo das estratégias permitiu realizar uma reflexão em torno da idéia de que à psicologia poderia estabelecer como foco o estudo das eficiências dos surdos, discurso este para além da deficiência, e ainda tentar afastar metanarrativas sobre a constituição psíquica de surdos, do tipo incompetência cognitiva.