Made available in DSpace on 2014-12-17T15:07:09Z (GMT). No. of bitstreams: 1 LorenaAS_DISSERT.pdf: 3138552 bytes, checksum: 529fbc35b1f1cc2aefc225fcbb9d86d4 (MD5) Previous issue date: 2014-02-17 / VoiceThread (VT) is a collaborative and asynchronous web 2.0 tool, which permits the creation of oral presentations with the help of images, documents, texts and voice, allowing groups of people to browse and contribute with comments using several options: voice (microphone or cell phone), text and audio-file or video (webcam) (BOTTENTUIT JUNIOR, LISB?A E COUTINHO, 2009). The hybrid experience with VoiceThread allows learners to plan their speech before recording it, without the pressure often existent in the classroom. Furthermore, the presentations can be recorded several times, enabling students to listen to them, notice the gaps in their oral production (noticing) and edit innumerous times before publishing them online. In this perspective, oral production is seen as a process of L2 acquisition, not only as practice of already existent knowledge, because it can stimulate the learner to process the language syntactically (SWAIN, 1985; 1995). In this context, this study aims to verify if there is a relation between the oral production of the learners more specifically the grammatical accuracy and the global oral grade and their noticing capacity, how the systematic practice with VoiceThread, in a hybrid approach, can impact the learners global oral development, their oral production in terms of fluency (number of words per minute), accuracy (number of errors in hundred words), and complexity (number of dependent clauses per minute), and on their noticing capacity (SCHMIDT, 1990; 1995; 2001), that is, the learner s capacity of noticing the gaps existent in their oral production. In order to answer these research questions, 49 L2 learners of English were divided into an experimental group (25 students) and a control group (24 students). The experimental group was exposed to the hybrid approach with VT during two months and, through a pre- and post-test, we verified if this systematic practice would positively influence these participants oral production and noticing capacity. These results were compared to the pre- and post-test scores from the control group, which was not exposed to VT. Finally, learners impressions in relation to the use of this tool were also sought through a questionnaire applied after the post-test. The results indicate that there is a statistically significant correlation between the learners speech production (accuracy and global oral grade) and their noticing capacity. Besides, it was verified a positive impact of VoiceThread on the learners speech production variables and on their noticing capacity. They also reveal a positive reaction by the learners in relation to the hybrid experience with this web tool / O VoiceThread ? uma ferramenta da web 2.0, colaborativa e ass?ncrona, que permite a cria??o de apresenta??es orais com aux?lio de imagens, documentos, textos e voz, possibilitando que grupos de pessoas naveguem e contribuam com coment?rios de v?rias maneiras: utilizando a voz (com microfone ou telefone), texto e arquivo de ?udio ou v?deo (webcam) (BOTTENTUIT JUNIOR, LISB?A E COUTINHO, 2009). A experi?ncia h?brida com o VoiceThread permite que o aprendiz planeje sua fala antes de grav?-la, sem a press?o geralmente existente em sala de aula. Al?m disso, as apresenta??es podem ser gravadas e regravadas v?rias vezes, possibilitando que ele se ou?a, perceba as lacunas em sua produ??o oral (noticing) e a edite in?meras vezes antes de public?-la online. Nesta perspectiva, a produ??o oral ? vista como um processo de aquisi??o de L2, e n?o apenas como pr?tica do conhecimento j? existente, por estimular o aprendiz a processar a l?ngua sintaticamente (SWAIN, 1985; 1995). Neste contexto, o presente estudo visa verificar se existe uma rela??o entre as medidas de produ??o oral dos aprendizes - mais especificamente a acur?cia gramatical e a nota global - e sua habilidade de noticing, de que forma a pr?tica sistem?tica com a ferramenta VoiceThread, em uma abordagem h?brida, impacta o desenvolvimento oral global dos aprendizes, sua produ??o oral em termos de flu?ncia (n?mero de palavras por minuto), acur?cia (quantidade de erros gramaticais a cada 100 palavras) e complexidade (n?mero de ora??es subordinadas por minuto), e a sua habilidade de noticing (SCHMIDT, 1990; 1995; 2001), ou seja, a capacidade de o aprendiz perceber as lacunas existentes na sua produ??o oral. A fim de responder a essas quest?es, 49 aprendizes de ingl?s como L2 participaram da pesquisa, divididos em grupo experimental (25 alunos) e grupo controle (24 alunos). O grupo experimental foi exposto a uma experi?ncia h?brida com o VT durante dois meses e, por meio de um pr? e um p?s-teste, verificamos se essa pr?tica sistem?tica influenciaria positivamente a produ??o oral e a habilidade de noticing destes participantes. Esses resultados foram comparados aos escores do pr? e do p?s-teste de um grupo controle, que n?o foi exposto ao VT. Por fim, as impress?es dos aprendizes a respeito da experi?ncia com a ferramenta foram analisadas por meio de question?rios aplicados ap?s o p?s-teste. Os resultados apontam que h? uma correla??o estatisticamente significativa entre as medidas de produ??o oral dos aprendizes (acur?cia gramatical e a nota global) e sua habilidade de noticing. Al?m disso, verificou-se que h? um impacto positivo da ferramenta VoiceThread sobre as vari?veis da produ??o oral dos aprendizes e sua habilidade de noticing. Por fim, a parte qualitativa desse estudo revela uma rea??o positiva dos aprendizes em rela??o ? experi?ncia h?brida com esta ferramenta

The competence in textual production and the consciousness about this process must reflect the work done in teacher training courses, in order to prepare them not only to be producers of text, but mostly to become good mediators of this activity. From this finding, it was determined the main problem of this thesis: how did the Letras freshman develop the metacognitive vision of the acquisition in relation to the process of textual production? . To invest in this issue, it was organized a project involving students of the Letras Course from a Private University of Rio Grande do Sul, during the year 2007, in the disciplines of Portuguese I and II, in the way of the Holistic Model of Richter (2005). This Model considers the inseparability among conduct, concept and value in the professional practice . Having the Process Writing by White & Arndt (1991) as work philosophy, we chose the individual Chronological Portfólio as an instrument of highlight, resource that allows a longitudinal monitoring of the developments in the writing production. The work was organized in four sequential modules, facilitating a continuous assessment on the action taken, which allowed that the cyclical nature of the action research was observed and fed (Burns, 1999). In each module it was produced a different textual gender, which was rewritten four times. Each version received suggestions from the teacher, always, of a different nature. The first one involved questions about gender and sociopragmatic features; the second one was related to local and semantic aspects of coherence; the third one dealt with issues relating to the linguistic surface covering syntactic and morphological aspects and the fourth one was the final edition. Thus, it was investigated the influence of the noticing and the consciousness-raising in textual production from monitoring and selfmonitoring of the students involved. To compose a proposal of work which promoted a self-management of the process, it was sought to constitute a work considering the Theory of Activity by Leontiev (1981) and Engeström (1999). The research led to the conclusion that the social roles of teacher-tutor and student-taught are determinant for the transformation of the input to intake in the metacognitive process. Approaching acquisition of writing and Holistic Model, it was realized that all the formative content used in practice by the students didn t feed back the acquisition in metacognitive terms, without the official voice of the teacher. Thus, in the process undertaken throughout the project, it was identified a phenomenon which I called mirror effect , that is, all the reflection of the students about acquisition was sedimented as knowledge about from the validation of these findings by the teacher responsible for the conduct of the activities. It was established therefore an intersubjective work (Vygotsky, 1985), but at the end of the year, it was realized just a principle of internalizing of the explored concepts. But the consciousness of the students about framework, mediation and process was significant. This consciousness about the positivity of an appropriate methodology for teaching and learning of textual production facilitates the renewal of the school work with language. As the developed project explored practices of teaching with future teachers as a way of achieving the pedagogical practice in Basic Education, by the renewal of concepts about writing-process, the offer is considered valid as a contribution to Applied Linguistics. / A competência em produção textual e a consciência sobre esse processo deve ser reflexo do trabalho realizado nos cursos de formação de professores, com o intuito de prepará-los não, apenas, para serem produtores de texto, mas principalmente para tornarem-se bons mediadores dessa atividade. A partir dessa constatação, determinou-se o problema principal desta tese: como o calouro de Letras desenvolve a visão metacognitiva da aquisição em relação ao processo de produção textual? . Para investir nessa questão, organizou-se um projeto envolvendo acadêmicos do Curso de Letras de uma Universidade Particular do Rio Grande do Sul, ao longo do ano de 2007, nas disciplinas de Português I e II, nos moldes do Modelo Holístico de Richter (2005). Esse Modelo considera a inseparabilidade entre conduta, conceito e valor no exercício profissional . Tendo o Process Writing de White & Arndt (1991) como filosofia de trabalho, optou-se pelo Portfólio Cronológico individual como instrumento de destaque, recurso que possibilita um acompanhamento longitudinal dos avanços na produção escrita. Os trabalhos foram organizados em quatro módulos sequenciais, facilitando uma avaliação continuada sobre a ação empreendida, o que permitiu que o caráter cíclico da pesquisa-ação fosse observado e realimentado (Burns, 1999). Em cada módulo era produzido um gênero textual diferente, o qual era reescrito quatro vezes. Cada versão recebia sugestões da professora, sempre, de natureza diferente. A primeira envolvia questões sobre o gênero e características sóciopragmáticas; a segunda estava relacionada aos aspectos semânticos locais e de coerência; a terceira tratava de aspectos referentes à superfície linguística, abarcando aspectos sintáticos e morfológicos e a quarta constituía a edição final. Dessa forma, investigou-se a ocorrência do noticing e do consciousness-raising em produção textual a partir do monitoramento e automonitoramento dos acadêmicos envolvidos. Para compor uma proposta de trabalho que promovesse um autogerenciamento do processo, buscou-se constituir um trabalho considerando a Teoria da Atividade de Leontiev (1981) e Engeström (1999). A pesquisa levou à conclusão que os papéis sociais de professortutor e de aluno-tutorado são determinantes para a transformação do input em intake no processo metacognitivo. Aproximando aquisição da escrita e Modelo Holístico, percebeu-se que todo o conteúdo formativo usado, na prática, pelos acadêmicos não realimentava a aquisição em termos metacognitivos sem que fosse oficializado pela voz da professora. Assim, no processo empreendido ao longo de todo o projeto, identificou-se um fenômeno que denominei efeito espelho , isto é, toda a reflexão dos acadêmicos sobre aquisição era sedimentada como conhecimento sobre a partir da validação dessas constatações por parte da professora responsável pela condução das atividades. Estabeleceu-se, assim, um trabalho intersubjetivo (Vygotsky,1985), mas no final do ano, percebeu-se, apenas, um princípio de internalização dos conceitos explorados. Porém a consciência dos alunos sobre enquadramento, mediação e processo foi significativa. Essa consciência sobre as positividades de uma metodologia adequada para o ensino-aprendizagem da produção textual facilita a renovação do trabalho escolar com linguagem. Já que o projeto desenvolvido explorou práticas de ensino com futuros professores, como forma de atingir a prática pedagógica na Educação Básica, pela renovação de conceitos sobre a escrita-processo, considera-se a proposta válida como contribuição para a Linguística Aplicada.

Submitted by Jéssica Franceschini (jessicaxfranceschini@gmail.com) on 2018-06-16T01:58:56Z No. of bitstreams: 1 Dissertação JF.pdf: 65104456 bytes, checksum: b75d61675d0d1ea5fcf750b781f0b546 (MD5) / Approved for entry into archive by Priscila Carreira B Vicentini null (priscila@fclar.unesp.br) on 2018-06-18T14:20:03Z (GMT) No. of bitstreams: 1 franceschini_j_me_arafcl.pdf: 65099672 bytes, checksum: 4b646f9d4f9bf72f41c55d93f0450e59 (MD5) / Made available in DSpace on 2018-06-18T14:20:04Z (GMT). No. of bitstreams: 1 franceschini_j_me_arafcl.pdf: 65099672 bytes, checksum: 4b646f9d4f9bf72f41c55d93f0450e59 (MD5) Previous issue date: 2018-04-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / RESUMO - A partir de estudos como os de Schmidt (1990) e Batstone (1994), compreendemos que a aprendizagem de línguas não poderia ocorrer sem a conscientização. Desse modo, a percepção consciente de formas e sentidos seria condição necessária para o primeiro passo no processo de aprendizagem da gramática da língua, além de facilitar a aprendizagem de outros aspectos. Devido à relevância deste tema em relação ao ensino de inglês como língua estrangeira, esta pesquisa tem como objetivo analisar uma proposta baseada em atividades de atenção focada à gramática ou noticing by the learner (BATSTONE, 1994) e verificar se os alunos-participantes de um curso de inglês como língua estrangeira de nível intermediário conseguem atentar para a gramática e perceber a relação entre a forma e o significado da língua. Trata-se, portanto, de uma pesquisa qualitativa e interpretativista. Com a intenção de entender se os alunos-participantes conseguiram atentar para as regularidades entre forma e significado da língua nas atividades propostas, analisamos as suas respostas às atividades de noticing by the learner elaboradas, além das respostas coletadas de questionários e entrevistas. Objetivamos também considerar e analisar as percepções e opiniões tanto da professora-pesquisadora como dos alunos-participantes sobre o ensino e aprendizagem de gramática, após a aplicação das atividades baseadas na proposta de noticing by the learner (BATSTONE, 1994). Por meio deste estudo, pode-se indicar que a proposta de noticing by the learner facilitou a percepção de certos aspectos gramaticais pelos alunos-participantes. Com relação à opinião dos alunos-participantes sobre as atividades de noticing by the learner, verificamos que, embora tenham reconhecido em nossa proposta uma nova maneira de se refletir sobre a língua, houve preferência por atividades ou explicações gramaticais dedutivas e explícitas, tendo o professor como transmissor das informações de cunho gramatical. Como esta pesquisa teve o foco em atividades de noticing by the learner, sem no entanto, trabalhar com os aspectos notados no uso da língua, acreditamos que uma possível investigação futura poderia discutir o noticing em conjunto com tarefas que possibilitassem a prática comunicativa por parte dos alunos, a fim de verificar se os aspectos notados foram internalizados a ponto de aparecerem na produção dos participantes. / ABSTRACT - Taking both Schmidt (1990) and by Batstone (1994) studies into consideration, we can understand that learning does not take place without noticing. Therefore, the process of consciousness-raising of form and meaning is a necessary condition for the grammar learning process, and it is facilitative for other aspects of learning. Due to the relevance of this topic in English as a foreign language teaching, the aim of this research is to analyze the application of activities based on noticing by the learner (BATSTONE, 1994) and to verify if the participants of an English as a foreign language course could perceive the relation between form and meaning in such activities. The methodology used in this research is, therefore, qualitative and interpretative. In order to understand if the participants were able to see grammatical regularities and notice the relation between form and meaning with noticing activities, we analyzed the participants’ answers to the noticing by the learner activities. We also aimed to take the teacher-researcher and the participants’ views and opinions on grammar teaching and learning after having done the noticing by the learner activities (BATSTONE, 1994). It was observed that the noticing by the learner activities helped participants to notice certain grammatical aspects. As for the participants’ opinions on the activities, we could observe that even though they recognized the potential of reflecting about language with noticing by the learner, they expressed a preference for deductive and explicit grammar explanations in which the teacher acts as the one who transmits the grammar knowledge to students. Since this research focused on noticing by the learner activities unconnected to the noticed language aspects in real use, we believe that a future investigation could consider noticing together with tasks that would enable learners to put the noticed language into practice as to verify if the participants were able to not only notice the grammatical features, but to internalize them and also make these features appear in their output during production activities. / 133552/2016-0

Master of Science / Mathematics / Andrew G. Bennett / This study utilizes eye-tracking technology as a tool to measure college algebra students’ mathematical noticing as defined by Lobato and colleagues (2012). Research in many disciplines has used eye-tracking technology to investigate the differences in visual attention under the assumption that eye movements reflect a person’s moment-to-moment cognitive processes. Motivated by the work done by Madsen and colleagues (2012) who found visual differences between those who correctly and incorrectly solve introductory college physics problems, we used eye-tracking to observe the visual attention difference between correct and incorrect solvers of college algebra problems. More specifically, we consider students’ visual attention when presented tabular representations of linear functions. We found that in several of the problems analyzed, those who answered the problem correctly spend more time looking at relevant table values of the problem while those who answered the problem incorrectly spend more time looking at irrelevant table labels x, y, y = f(x) of the problem in comparison to the correct solvers. More significantly, we found a noteworthy group of students, who did not move beyond table labels, using these labels solely to solve the problem. Future analyses need to be done to expand on the differences between eye patterns rather than just focusing on dwell time in the relevant and irrelevant areas of a table.

This dissertation explores what cooperating secondary science teachers attend to during observations of pre-service teachers as they enact lessons in their classrooms and how they make sense of what they see. This study applies the teacher noticing framework, recently used in research with mathematics, to the secondary science context and uses it to describe teacher attention. The study also aims to determine if cooperating teachers use the act of noticing to engage in pedagogical reasoning and draw connections to their own teaching practice. As an interpretive qualitative study, the format for data collection and analysis utilized a case-study methodology with cross-case analysis, and used semi-structured interviews, lesson debriefs, collected artifacts, and classroom observations. Data on the four study participants was collected over the 2011-2012 school year. Findings support several conclusions. First, the cooperating science teachers in this study regularly engaged in reflection and pedagogical reasoning through the act of noticing. Second, the cooperating teachers made regular connections to their own practice in the form of vicarious suggestions, reflective questions, comparisons of practice, and perspective shifts. These connections fostered the emergence of "pivotal moments" or times when the cooperating science teacher self-identified a desire to change their current practice. Third, cooperating teachers used observations of pre-service teachers in their classrooms as a form of professional experimentation and built knowledge in practice through the experience. Lastly, the findings suggest that observations of pre-service teachers be added to the list of professional development activities, like video analysis and lesson study, that help teachers reflect on their own practice. For science teacher educators, this study demonstrates the importance of attending to field experiences as a learning opportunity for the science cooperating teacher. It provides a new way of looking at classroom observations as professional development opportunities and it recommends that teacher preparation programs reconceptualize the tasks they ask cooperating teachers to engage in. Suggestions include designing observation tools that direct teacher noticing toward student learning in science, viewing cooperating science teachers as learners, including metacognitive activities for cooperating science teachers, and reorienting lesson debriefs toward a notion of classroom inquiry. / text

This dissertation investigated the effects of multimedia annotation on L2 vocabulary learning and reading comprehension. The overarching objective of this study was to compare the effects of text-picture annotation and audio-picture annotation on L2 vocabulary immediate recall and reading comprehension. This study also sought to examine the different effects under incidental and intentional learning conditions. The participants were 78 intermediate adult ESL learners from three universities in northwest U.S. The participants read an Internet-based English text. Twenty target words, annotated in either text-picture or audio-picture, were embedded in the reading text. The participants accessed the annotations by clicking on the highlighted target words. Two instruments were used for measuring vocabulary immediate recall: Vocabulary Knowledge Scale and Word Recognition Test. Two measurements were used to assess reading comprehension: Multiple-choice Reading Comprehension Questions and L1 Written Recall. In term of annotation types, the results indicated that the audio-picture annotation group did significantly better than the text-picture group in L2 vocabulary immediate recall. However, there was no significantly different effect between the two annotations on L2 reading comprehension. In terms of learning conditions, the intentional learning condition resulted in significantly better performance in L2 vocabulary immediate recall than the incidental learning condition. However, the incidental learning condition resulted in significantly better L2 reading comprehension than the intentional learning condition only in the Written Recall measure, but not in the multiple-choice Reading Comprehension Test. In terms of interaction between annotation type and learning condition, there was not interaction between annotation type and learning condition on L2 vocabulary immediate recall. The interaction between annotation type and learning condition on L2 reading comprehension was not significant in multiple-choice Reading Comprehension Text. However, the interaction was found to be significant in Written Recall: in the incidental learning condition, the difference between text-picture annotation and audio-picture annotation was not significant; in the intentional learning condition, participants in text-picture did significantly better than those in audio-picture on Written Recall.

This thesis looks at the learning and teaching of mathematics through the issue of economy. Here, economy is concerned with the personal time and effort given by a learner to achieve some desired learning. The study sets out to establish that the principle of economy informs the learning and teaching of mathematics, and to establish a list of principles which can assist an economic approach to the teaching of mathematics. The study is carried out within the Discipline of Noticing and is based on the development of theory from significant events building on the work carried out by Caleb Gattegno on the subordination of teaching to learning. An account ofthese events are given, followed by accounting for them, and linking the generality contained within these isolated events with everyday learning experiences. At times, the reader is asked to carry out simple tasks which assist in drawing their attention, through a personal experience, to the points being developed. The learning process which turns something newly met into something which can be done with little conscious attention, is analysed and called functionalisation. The analysis of this process produces the idea of practice through progress, where the learner's attention is placed in a task which requires the desired learning to be subordinated to it. Particular attention is given to the learning of young children before entering school, since this is impressive in terms of economy. This study identifies powers children use in their early learning, and how these link in with root notions in mathematics called mathematical essences. A list of principles of economy are developed which provide guide-lines for approaches to teaching to make use of children's powers and utilise mathematical essences. A computer program, GRID Algebra, is developed to demonstrate how the principles of economy can be incorporated into a resource.

This degree project essay aims to create ways for promoting critical literacy by teaching persuasive, manipulative, authentic texts in the subject of English at upper-secondary level in Sweden. In the essay, the syllabus of the English subject is critiqued for not explicitly stating what it means to take a critical approach towards sources and media; it is claimed that the meaning of critical examination only is implied in the syllabus for English 7. Therefore, the psychological perspective on reading seems to be dominant in the syllabus. However, this essay proposes, from a sociological perspective on reading, that critical reading and analysis of persuasive, manipulative, authentic texts could function as an explicit content in all English courses at upper-secondary level in Swedish upper-secondary school. Moreover, the essay suggests that critical reading in a Swedish educational context is particularly important because of the population’s common trust in media. The essay builds on Norman Fairclough’s view that critical dimensions of education are necessary in a democratic society in order to promote active citizenship. As a means to increase critical aspects of language teaching into the subject of English as a second or foreign language, this essay presents the three models approach. The three models approach combines traditions of informal logic (the Toulmin model and fallacy analysis) with critical discourse analysis and is created specifically for analysis of persuasive and manipulative, authentic texts in the EFL and ESL classroom. Ultimately, the three models approach promotes critical literacy and critical language awareness (CLA) in the sense of understanding language as an instrument of power. However, building on Rod Ellis’ taskbased language teaching and concept of consciousness-raising, as well as Richard Schmidt’s noticing hypothesis, the three models approach, paying close attention to arguments and word choice, also forwards incidental language learning through tasks that demand conscious noticing of language features and structures. Additionally, the essay critiques Ellis’ principles of instructed language teaching for leaving out critical aspects of language learning and teaching. The essay upholds that both language awareness (in the grammatical sense) and critical language awareness (in the sense of understanding language as power) are important in second language courses, something that is also emphasized in the three models approach.

In recent years, language awareness (LA) has received increasing attention and is an aim for the English subject in the Swedish curriculum for upper secondary school. The present study aims to connect LA to a practice that teachers of English as a foreign language (EFL) perform on a regular basis, namely written corrective feedback (WCF), which focuses on linguistic or pragmatic errors in students’ texts. To explore what contributions WCF can make towards developing LA, a mixed-methods approach was employed with the participation of 111 Swedish EFL students. The data were collected through semi-structured interviews and a questionnaire. The results revealed that a majority of the participating students believe that WCF can support their development of LA. However, the findings also suggest that students’ views, experience and preferences of WCF might affect their understanding of it and also, to a certain extent, their motivation to attend to it. Therefore, in order for EFL teachers to work towards developing upper secondary students’ LA through WCF, it is important to work with it in class and explore it together with the students by engaging with language (EWL) through WCF.

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