The diploma thesis deals with the development of language competencies by children with different mother language in preschool age in a regular kindergarten. The theoretical part of the work is focused on defining the basic terminology and mapping the issues of a child with a different mother language in kindergarten based on the analysis of professional literature. The subject of the empirical part of the work is the diagnosis of individual language levels and individual preparation for entering primary school for a specific child with a different mother language. The empirical part is processed in the form of case studies. The survey was conducted in a selected kindergarten, where the level of language competences of seven children-foreigners of preschool age was evaluated and the results of tests after six months were subsequently compared. The aim of the diploma thesis was to analyze the level of language competencies in children with different mother language, identify their communication difficulties in individual language levels, find suitable methods and procedures for working with these children and evaluate the benefits of regular individual intervention. The results of the research show that all monitored children with a different mother tongue have communication difficulties at all...

La présente recherche vise à décrire le développement orthographique des élèves arabophones de 1re année du secondaire en Égypte au début de l’apprentissage du français langue étrangère. Les recherches égyptiennes qui concernent le français écrit se sont préoccupées des erreurs grammaticales commises par les élèves. À notre connaissance, il n’existe pas d’études relatives à l’appropriation de l’orthographe française menée auprès de ces élèves. Afin de combler ce vide, nous avons souhaité apporter un éclairage sur les compétences orthographiques des élèves en essayant d’éclairer la documentation de ces compétences en français écrit par la mise en relation avec celle de jeunes enfants arabophones qui apprennent le français L2 au préscolaire lors de leur séjour au Québec. Afin d’atteindre nos objectifs, nous avons soumis 30 élèves arabophones du secondaire à une épreuve d’orthographes approchées à quatre reprises. Celle-ci s’est déroulée dans le cadre d’un entretien semi-structuré individuel dans lequel les élèves ont été invités à produire des mots et une phrase. L’analyse descriptive et statistique de la production écrite des sujets a permis d’observer trois types de préoccupations écrites : visuographiques, phonologiques et orthographiques. D’autre part, leurs écrits ont témoigné d’un transfert langagier de l’arabe L1 et de l’anglais LE, qui était parfois positif, d’autres fois négatif. Les résultats ont, enfin, révélé que les élèves ont utilisé trois stratégies, lexicale, phonologique et analogique, lors de leurs productions. En outre, une étude de cas multiples exploratoire avec quatre enfants arabophones du préscolaire au Québec a été effectuée. Ces derniers ont été individuellement invités à produire des mots et une phrase en français et en arabe. De manière exploratoire, nous avons mis en relation l’appropriation de l’écrit des élèves du secondaire et celle des enfants du préscolaire en français et en arabe, ce qui nous a permis de vérifier l’effet de l’âge sur le développement orthographique et sur le transfert langagier chez les apprenants. Les résultats obtenus indiquent que la performance écrite des élèves du secondaire était significativement plus réussie que celle des enfants du préscolaire et que les premiers étaient les plus susceptibles de produire un transfert langagier. Ainsi, l’âge de l’apprenant peut avoir un impact sur l’appropriation de l’écrit ainsi que sur le transfert langagier en français langue seconde/étrangère. Finalement, au-delà de son apport scientifique et pratique, la présente recherche propose des pistes de recherches futures. / The aim of this research was to assess French language-spelling development for the first year Arabic language-speaking students of the Secondary Schools in Egypt. These students were studying “French” as a foreign language. Previous studies performed in Egypt addressed the grammatical errors committed by these students in the field of “written French language”. To date, and to the best of our knowledge, there are no available studies addressing the issue of “French language-spelling development”. To fill this gab in literature, we examined the spelling competence of the students. We evaluated the features of the French language - spelling development for the first year Arabic language - speaking students in Secondary schools in Egypt. Also, we examined the relationships between these features and corresponding features in French and Arabic language development for preschool Arabic language-speaking children in Quebec. To achieve our goals, 30 students of the first year Arabic language-speaking students in Secondary schools in Egypt underwent a test of invented spelling, through semi-structured interview. The test was repeated four times on different occasions. During the test, the students were asked (on individual basis) to produce some writings (French language). The results of these tests raised three writing features, namely: visuographic, phonological and orthographic concerns. Moreover, their writings showed a language transfer produced from both Arabic as a mother language and English as a foreign language. Our findings revealed that, during writing, students have employed three strategies: lexical, phonological and orthographic. In addition, a multiple case study exploratory was conducted with four Arabic language-speaking preschool children in Quebec. Each child was asked to produce some writings in French and in Arabic languages. The French language-spelling development of the students the Secondary Schools was made comparable to that of the preschool children in French. Such strategy allowed us to test the effect of age on the spelling development and on language transfer. We found that the written performance of the students from Secondary Schools was significantly more advanced as compared to that of the preschool children. Also the students from Secondary Schools were more able to produce language transfer. These findings indicated that the learner’s age had a significant impact not only on the French language - spelling development but also on the language transfer in second/foreign language. Finally, the scientific and practical ramifications open avenues for further investigations in these fields.

This thesis is focused on problems of teaching in school subject Czech Language in 1 - 3 grade of elementary schools for hearing impaired. The whole issue is put into the theoretical framework, which delimit specify of hearing impaired pupils education and the goals which this pupils should achieve in elementary education and primarily in language education too. Special attention is paid to problems of teaching reading and writing - ways to acquiring reading literacy in hearing impaired pupils. Presented are methods of teaching reading and writing and I am thinking about their applicability in hearing impaired pupils education. Is given an idea of teaching in school subject Czech Language in Elementary schools for hearing impaired in history (1948 - 1990), in detail I analyze teaching materials used in that time. Current situation of teaching in school subject Czech Language is describe on the grounds of research probe realized in school year 2011/2012 on four selected elementary schools for hearing impaired in the Czech Republic. Results of observation are related to stated hypothesis and from them are deduced conclusions. Part of thesis is detailed notations of during the teaching in the selected schools. Closing part is focused on brief reflection of possibilities to make use of innovation in...

Made available in DSpace on 2016-04-28T18:23:22Z (GMT). No. of bitstreams: 1 LAEL - Assunta M Aguena.pdf: 7858063 bytes, checksum: 5132d82bef108bfd802b3da32d81774a (MD5) Previous issue date: 2006-10-20 / This dissertation aims at investigating the rhythmical and intonation aspects of the English production by a fluent speaker of this language whose mother language is Portuguese, having as a reference the production of a native speaker of English, and thus, to inspect how and in which level the phonological-phonetic processes related to sounds, rhythm and intonation of the target language are transferred to the mother language prosody. The relation between the sound production and the prosody can be seen in the connected speech provided by sound modifications in the juncture between words, in the use of pauses, assimilation, reduction and elimination of sounds, among others. The corpus, comprised of 40 sentences from the film Dozen by the Cheaper was used to get closer to a connected speech production. The sentences were typed in individual cards and read six times by each subject, both female, between 25 and 30 years old, and the cards were shuffled before each repetition. The six reading recordings were done at PUC-SP s Radio and TV studio. The data analysis was provided by the Acoustic Phonetic using duration measures (time a sound takes to be produced) and the variation of the fundamental frequency (tone variation during the speech) based on the waveform ranged to the wide-band spectrograms, extracted from the speech signal digitalized by an acoustic analysis program. Some sentences from the corpus were chosen to the analysis, and consonantal and vowel segments were measured. Duration measures and f0 charts were made in order to observe how much the subjects got closer or farther to the sound production, and to the English rhythm and intonation due to the Brazilian Portuguese interference. The final results point that: (1) the sound production, English rhythm and intonation are related to the connected speech, the mother language (in this case, the Brazilian Portuguese) interfere in the sound production and English prosody, but, an important aspect is that this interference is not categorical, it can occur or not and, if it occurs, it must be done in different levels; and (3) the Acoustic Phonetic provides some advantages to the teaching and learning of a foreign language rhythm and intonation, in so far as the different production aspects can be observed, making possible that the Brazilian English teacher makes clear the differences between the mother language and the target one to the students, differences that can or can t be noticed or produced by the students, and in different levels / Esta dissertação de mestrado tem como objetivo investigar os aspectos rítmicos e entoacionais na produção do inglês por um falante proficiente nessa língua e nativo do português brasileiro (PB), tendo como referência a produção de um falante nativo do inglês, e assim inspecionar de que modo e em que grau processos fonético-fonológicos da relação entre sons e ritmo e entoação da língua-alvo são mapeados na prosódia da língua materna. A relação entre a produção de sons e prosódia é observada na fala corrente por meio da transformação de sons na juntura entre palavras, do uso de pausas, da assimilação, redução e/ou apagamento de sons, entre outros. Para aproximar-se de uma produção de fala corrente, foi utilizado um corpus composto por 40 sentenças, retiradas do script do filme Dozen by the Cheaper (Doze é Demais), as quais foram digitadas em fichas individuais e lidas por cada sujeito, ambos do sexo feminino e na faixa etária entre 25 e 30 anos, em seis repetições, sendo as fichas embaralhadas antes de cada repetição. A gravação das leituras foi feita no Estúdio de Rádio e TV da PUC-SP. A análise dos dados foi feita por meio da Fonética Acústica, a partir de medidas de duração (tempo que um som leva para ser produzido) e da variação da freqüência fundamental (variação de tons durante a fala), realizadas com base na forma da onda alinhada a espectrogramas de banda larga, extraídos do sinal de fala digitalizado, por um programa de análise acústica. Foram selecionadas algumas sentenças do corpus para análise, nas quais foram medidos segmentos acústicos correspondentes a vogais e consoantes. Em seguida, foram elaborados gráficos das medidas de duração e f0 para observar o quanto os dois sujeitos aproximavam-se ou distanciavam-se na produção dos sons e do ritmo e entoação do inglês em função da interferência do português brasileiro sobre o sujeito não-nativo. Os resultados obtidos indicam que: (1) a produção de sons e do ritmo e entoação estão intimamente relacionadas na fala corrente; (2) há interferência da língua materna (neste trabalho, o português brasileiro) na produção de sons e prosódia do inglês; porém, o aspecto importante é que essa interferência não é categórica; podendo ou não ocorrer e, se ocorrer, fazê-lo em diferentes graus; e (3) a Fonética Acústica proporciona vantagens para o ensino e aprendizagem das questões rítmicas e entoacionais de uma língua estrangeira, na medida em que os diferentes aspectos da produção podem ser observados, possibilitando que professores brasileiros de inglês possam explicitar as diferenças entre a língua materna e a língua-alvo aos seus alunos, diferenças que podem ou não ser por eles percebidas e/ou produzidas, ou incorporadas, e em diferentes graus

La présente recherche vise à décrire le développement orthographique des élèves arabophones de 1re année du secondaire en Égypte au début de l’apprentissage du français langue étrangère. Les recherches égyptiennes qui concernent le français écrit se sont préoccupées des erreurs grammaticales commises par les élèves. À notre connaissance, il n’existe pas d’études relatives à l’appropriation de l’orthographe française menée auprès de ces élèves. Afin de combler ce vide, nous avons souhaité apporter un éclairage sur les compétences orthographiques des élèves en essayant d’éclairer la documentation de ces compétences en français écrit par la mise en relation avec celle de jeunes enfants arabophones qui apprennent le français L2 au préscolaire lors de leur séjour au Québec. Afin d’atteindre nos objectifs, nous avons soumis 30 élèves arabophones du secondaire à une épreuve d’orthographes approchées à quatre reprises. Celle-ci s’est déroulée dans le cadre d’un entretien semi-structuré individuel dans lequel les élèves ont été invités à produire des mots et une phrase. L’analyse descriptive et statistique de la production écrite des sujets a permis d’observer trois types de préoccupations écrites : visuographiques, phonologiques et orthographiques. D’autre part, leurs écrits ont témoigné d’un transfert langagier de l’arabe L1 et de l’anglais LE, qui était parfois positif, d’autres fois négatif. Les résultats ont, enfin, révélé que les élèves ont utilisé trois stratégies, lexicale, phonologique et analogique, lors de leurs productions. En outre, une étude de cas multiples exploratoire avec quatre enfants arabophones du préscolaire au Québec a été effectuée. Ces derniers ont été individuellement invités à produire des mots et une phrase en français et en arabe. De manière exploratoire, nous avons mis en relation l’appropriation de l’écrit des élèves du secondaire et celle des enfants du préscolaire en français et en arabe, ce qui nous a permis de vérifier l’effet de l’âge sur le développement orthographique et sur le transfert langagier chez les apprenants. Les résultats obtenus indiquent que la performance écrite des élèves du secondaire était significativement plus réussie que celle des enfants du préscolaire et que les premiers étaient les plus susceptibles de produire un transfert langagier. Ainsi, l’âge de l’apprenant peut avoir un impact sur l’appropriation de l’écrit ainsi que sur le transfert langagier en français langue seconde/étrangère. Finalement, au-delà de son apport scientifique et pratique, la présente recherche propose des pistes de recherches futures. / The aim of this research was to assess French language-spelling development for the first year Arabic language-speaking students of the Secondary Schools in Egypt. These students were studying “French” as a foreign language. Previous studies performed in Egypt addressed the grammatical errors committed by these students in the field of “written French language”. To date, and to the best of our knowledge, there are no available studies addressing the issue of “French language-spelling development”. To fill this gab in literature, we examined the spelling competence of the students. We evaluated the features of the French language - spelling development for the first year Arabic language - speaking students in Secondary schools in Egypt. Also, we examined the relationships between these features and corresponding features in French and Arabic language development for preschool Arabic language-speaking children in Quebec. To achieve our goals, 30 students of the first year Arabic language-speaking students in Secondary schools in Egypt underwent a test of invented spelling, through semi-structured interview. The test was repeated four times on different occasions. During the test, the students were asked (on individual basis) to produce some writings (French language). The results of these tests raised three writing features, namely: visuographic, phonological and orthographic concerns. Moreover, their writings showed a language transfer produced from both Arabic as a mother language and English as a foreign language. Our findings revealed that, during writing, students have employed three strategies: lexical, phonological and orthographic. In addition, a multiple case study exploratory was conducted with four Arabic language-speaking preschool children in Quebec. Each child was asked to produce some writings in French and in Arabic languages. The French language-spelling development of the students the Secondary Schools was made comparable to that of the preschool children in French. Such strategy allowed us to test the effect of age on the spelling development and on language transfer. We found that the written performance of the students from Secondary Schools was significantly more advanced as compared to that of the preschool children. Also the students from Secondary Schools were more able to produce language transfer. These findings indicated that the learner’s age had a significant impact not only on the French language - spelling development but also on the language transfer in second/foreign language. Finally, the scientific and practical ramifications open avenues for further investigations in these fields.

This diploma thesis deals with national assessment of language abilities of hearing impaired pupils and closer focuses on pre-lingual deaf pupils at the ends of the primary and lower secondary schools. Based on the definition of the characteristics of the national assessment, the diploma thesis also focuses on an overview of currently used language tests, both at international level as well as it gives information about the practice in selected foreign education systems. Special attention is devoted to information that deal with the assessment of language abilities in the Czech Republic, and the form of participation of deaf pupils in such testing . The practical part is done by a research which was done to find out the views of those involved in the education of pupils with hearing disorders just the current assessment practice language skills of the pupils. In the final part of my diploma thesis is a possible outline for innovations for testing related to information from the preceding parts of my diploma thesis.

This diploma thesis deals with national assessment of language abilities of hearing impaired pupils at the ends of the primary and lower secondary schools. Based on the definition of the characteristics of the national assessment, the diploma thesis also focuses on an overview of currently used language tests, both at international level as well as it gives information about the practice in selected foreign education systems. Special attention is devoted to information that deal with the assessment of language abilities in the Czech Republic, and the form of participation of pupils with hearing impairement in such testing . The practical part is done by a research which was done to find out the views of those involved in the education of pupils with hearing disorders just the current assessment practice language skills of the pupils. In the final part of my diploma thesis is a possible outline for innovations for testing related to information from the preceding parts of my diploma thesis.