ABSTRACT FOREIGN LANGUAGE FOR CONTENT: AIMING TO DEVELOP LIFELONG LEARNING DISPOSITIONS by Svetoslava Dimova In the context of emphasis on English language, mathematics and science within the American educational system (No Child Left Behind, 2001), foreign language education appears to be increasingly dissociated from educational priorities. Ways to create relevant goals and optimize the effects of foreign language teaching emerge through the use of communication technologies and connections to academic content. This qualitative study explores the relationship between high school students’ skills in French as a foreign language (L2), their cognitive strategies during reading in L2 for academic content, and their motivation to read authentic French texts. The following questions guided the study: 1) How do students internalize the task of self-selected online reading in L2 for content understanding pertaining to their History of the Americas course? 2) What processes and skills do students evidence and draw upon to locate and read for information in L2?, and 3) What are the implications for building a theory of student motivations for extensive reading in L2 beyond the classroom context? The study was realized in the setting of an International Baccalaureate (IB) program, where 4 key informants were selected, and analysis was presented in the form of 4 case studies. Informants’ French language proficiency ranged from intermediate-mid to advanced levels (ACTFL Guidelines, 1999). Data collection occurred during 8 weeks and included three rounds of formal, phenomenological interviews, classroom observations, and students’ learning journals. Data were analyzed through the lens of Activity theory (Engeström, 1999) and motivation theory (Keller, 2008) in order to determine emerging themes. While both L2 skills and interest in historical content influenced the task completion, and informants used multiple strategies to search and read, internalization and motivation aspects related to acquiring content superseded those related to increasing language skills. Informants’ differences in attitudes toward the curriculum integrative task were additionally caused by their ideas of content appropriateness in a L2 course. Development of cultural awareness and critical thinking was also primarily shaped by interest in content. Findings from the analysis suggested further directions for L2 classroom instruction that could lead to developing students’ lifelong learning dispositions.

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This case study aims to investigate the relationship between the online reading group meetings (ORG) and reading difficulties among upper-level learners of Chinese as a foreign language (CFL learners). Based on Bernhardt’s constructivist model of L2 reading (1986, 1991) and sociocultural perspectives, this study attempts to answer two research questions: 1. What reading difficulties upper-level CFL learners encountered when they read in Chinese? 2. What components in the online reading group meetings helped upper-level CFL learners to cope with their reading difficulties? How did the components help? Seven Fourth-Year Chinese learners at a university in the United States participated in this study and attended the ORG meetings throughout a semester to discuss five assigned readings. Qualitative research methods were used to collect and analyze the data. The data sources of this study included pre- and post-ORG questionnaires, pre- and post-meeting comprehension checks, pre- and post-meeting self-reports, recordings of the online reading group meetings, and semi-structured interviews. The findings showed a complicated and interactive relationship of the six components in Bernhardt’s model when it came to reading difficulties among upper-level CFL learners. Even though the participants identified word recognition as one of their top reading difficulties when reading in Chinese, the findings showed that extra-text driven components, especially intratextual perceptions and prior knowledge, played an important role in determining the participants’ reading comprehension. Being able to constantly monitor what they learned from each paragraph and which prior knowledge they applied to the reading was found to be a key to improving their reading comprehension. The findings also found reflexivity in dialogic collaboration, especially when the ORG meetings created opportunities for the participants to improve their reading comprehension via peer-to-peer interaction. The patterns of peer-mediated learning included giving corrective feedback, negotiating meaning, learning from listening, strategy coaching, and using English strategically. Whereas the instructor as a facilitator was regarded important to provide timely feedback and facilitate the discussion, the findings suggested that a peer-led group discussion was possible for upper-level CFL learners once they built up their confidence in offering help to their peers. Even though the component of the role assignment seemed to be beneficial for the participants to cope with their reading difficulties in the ORG meetings, the participants did not perceive each role equally helpful nor easy due to various reasons. The study concluded with a discussion of the implications for CFL education, teacher education programs and future research.

CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior / As revoluÃÃes e mudanÃas provocadas na passagem da leitura do texto impresso para o texto eletrÃnico atraem cada vez mais o interesse por pesquisas na Ãrea de leitura. Um elemento vital caracterÃstico da maioria dos textos eletrÃnicos e que merece ser mais profundamente investigado à o hiperlink, uma vez que ele Ã, visualmente, um dos mecanismos que mais diferencia o texto eletrÃnico do impresso. Almejamos investigar o comportamento ocular na leitura de textos eletrÃnicos em inglÃs como lÃngua estrangeira quando o olho se depara com um hiperlink, com o intuito de verificar se, de fato, a presenÃa do hiperlink, por ser um elemento destacado no texto, facilita ou dificulta o processo de leitura tomando por base o tempo de leitura. Este estudo fundamenta-se em pesquisas acerca do movimento dos olhos (BALOTA; YAP; CORTESE, 2006; BRYSBAERT; VITU, 1998; JUST; CARPENTER, 1980; MACEDO et al., 2007; RAYNER, 1998; STAUB; RAYNER, 2007) sobre o processo de leitura no momento em que ele acontece. Para realizarmos esta pesquisa, utilizamos um aparelho de rastreamento ocular de resoluÃÃo 120 Hz que registra o movimento do olho a cada 8 milÃsimos de segundo para investigar o movimento dos olhos de 19 leitores fluentes de inglÃs lÃngua estrangeira enquanto liam silenciosamente dois textos curtos em duas versÃes: uma com hiperlinks e uma sem hiperlinks . Nessa investigaÃÃo, tomamos por base trÃs medidas: Tempo Total de FixaÃÃo (TFT), Tempo MÃdio de FixaÃÃo (TMF) e NÃmero Total de FixaÃÃes (NTF). Os resultados mostraram que as palavras-alvo hiperlinkadas no estÃmulo experimental e nÃo-hiperlinkadas no estÃmulo controle apresentam um tempo de leitura muito semelhante com uma diferenÃa do tempo total de apenas 32,8 ms (trinta e dois vÃrgula oito milÃsimos de segundos). Este intervalo de tempo à tÃo pequeno que nem ao menos à possÃvel extrair informaÃÃo nova durante a leitura. Embora os resultados apontem que o tempo de leitura dedicado Ãs palavras-alvo hiperlinkadas isoladamente à muito semelhante ao tempo de leitura dedicado Ãs palavras-alvo nÃo-hiperlinkadas, o tempo de leitura total dos textos com hiperlinks à bastante superior ao tempo de leitura total dos textos sem hiperlinks, aproximadamente 22000 ms (vinte e dois mil milÃsimos de segundos) sugerindo, dessa forma, que os hiperlinks causam um impacto negativo sobre o processo de leitura, isto Ã, parece dificultar o processamento textual. AlÃm disso, palavras hiperlinkadas sÃo âpuladasâ com menos frequÃncia, talvez por atraÃrem mais a atenÃÃo do olhar jà que tem cor destacada do restante do texto, sendo, portanto, mais salientes. / The revolutions and changes provoked in the passage from printed text reading to electronic text reading continuously attract the interest for researching in the reading field. A vital element which is prototypical from most of the electronic texts, and consequently is worth of being more deeply studied is the hyperlink once it is, visually, one of the mechanisms which better distinguish the electronic text from the printed one. We aim at investigating the eye-behavior in the reading of electronic texts in English as a Foreign Language (EFL) when the eye meets a hyperlink in order to verify if, in fact, the presence of hyperlink, once it is a highlighted element in the text, favors or hampers the reading process based on the reading time. This research is based on studies about eye-reading movements (BALOTA; YAP; CORTESE, 2006; BRYSBAERT; VITU, 1998; JUST; CARPENTER, 1980; MACEDO et al., 2007; RAYNER, 1998; STAUB; RAYNER, 2007) concerning to online reading. In order to do this research we made use of an equipment called eye-tracker of 120Hz resolution which records the eye movement every 8 milliseconds to investigate the eye-movement behavior of 19 fluent EFL readers while reading silently 2 short texts in two versions each: one with hyperlinks and another one without. To analyze our data we used 3 different measures: Total Time of Fixation (TTF), Mean Time of Fixation (MTF) and Total Number of Fixations (TNF). The results showed that the target words which were hyperlinked in the experimental stimulus and the ones which were not hyperlinked in the control stimulus have a similar reading time with a total reading time difference of only 32,8 ms in favor of hyperlinks. This time period is so short that it is not even possible to extract new information by the eye during reading. Even though the results suggest the amount of reading time dedicated to the hyperlinks in isolation is very similar to the reading time of the target words which were not hyperlinked in the control stimulus, the total reading time of the entire texts with hyperlinks is superior to the total reading time of the entire texts without hyperlinks, approximately 22000 ms (twenty-two thousand milliseconds) suggesting, this way, the hyperlinks cause a negative impact towards the reading process, that is, the results seem to hamper the reading process in a way. Besides, hyperlinked words are skipped less frequently, maybe because they attract the eye attention due to the highlighted color being, then, more salient.

This dissertation study was intended to verify whether the positive effects of the roll-over annotation presentation format on reducing cognitive load and enhancing vocabulary and comprehension of 5th-grade children (Morrison, 2004) can be extended to college students' learning from a web-delivered text. In order to answer this research question, relevant constructs, such as cognitive load, learner control and learning, have been examined in this experimental study of 149 undergraduate students in a state university at College of Education. No single effect of annotation presentation format on cognitive load was found, but an interaction effect on cognitive load was revealed between annotation presentation formats and pre-existing knowledge in this study of online education, similar to the interaction effect between annotation presentation formats and learners' reading experience found in traditional textbook learning (Yeung, Jin and Sweller, 1998; Yeung, 1999). Besides, students' computer experience also had a significant impact on their perceived cognitive load. One more key finding from this study was that the embedded annotation presentation format generated the least learner control, significantly different from other annotation presentation formats. In conclusion, an adaptive approach to the design of annotation presentation formats is recommended, for example, individual differences including learners' familiarity with content should be considered along with different annotation presentation formats so as to reduce learners' overall cognitive load. Additionally, learners' computer experience should be examined when hypertext annotations are used. Finally, choices of annotation presentation formats should be well-conceived to balance cognitive load, learning, and learner control.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-03-20T19:50:49Z No. of bitstreams: 1 00000A51.pdf: 5165871 bytes, checksum: 6781a6cfcc96ba0ff55cb99b2b1bb330 (MD5) / Made available in DSpace on 2015-03-20T19:50:49Z (GMT). No. of bitstreams: 1 00000A51.pdf: 5165871 bytes, checksum: 6781a6cfcc96ba0ff55cb99b2b1bb330 (MD5) Previous issue date: 2014-02-25 / Nenhuma / A capacidade de ler, interpretar e saber utilizar a leitura em sua vivência profissional e pessoal é fundamental para a inserção do indivíduo na sociedade. Além de promover a socialização das ideias e a emancipação do sujeito, a leitura também é parte importante, se não essencial, do processo de formação profissional do indivíduo. Isso faz do locus escolar um espaço privilegiado, já que a prática da leitura percorre quase todas as disciplinas. Porém, atualmente, é possível perceber que os tradicionais espaços de prática de leitura estão perpassados pelos ambientes digitais, o que nos levou ao seguinte questionamento: Quais são as práticas de leitura contemporânea dos discentes da educação profissional de nível técnico do IFPI, Campus Teresina-Sul? Esta pesquisa buscou identificar as práticas leitoras de estudantes do ensino técnico integrado de uma escola da Rede Federal de Educação Tecnológica, localizada na zona sul de Teresina- PI, o Instituto Federal de Educação, Ciência e Tecnologia do Piauí – Campus Teresina Zona Sul. O Objetivo geral do trabalho foi investigar as práticas de leitura contemporânea seja off-line ou online, a fim de contribuir para a construção de medidas de incentivo a leitura que leve em conta as destrezas necessárias para auxiliar os alunos na pesquisa via Internet, considerando as práticas de leituras desses sujeitos, buscando entender qual o itinerário feito pelos alunos na web. Como referencial teórico, buscamos as noções de prática de leitura de Chartier e as noções de leito res de Lúcia Santaella. Como metodologia, optamos por utilizar uma abordagem qualitativa, na modalidade de estudos de caso, com a produção dos dados através de aplicação de questionário, entrevista semi-estruturada e observação in loco com gravação das imagens da navegação dos alunos, através de gravação de tela (screen video capture) transformadas em vídeo para posterior análise e interpretação, através do software Camtasia Studio. / The ability of reading, interpreting and knowing to utilize reading in one’s professional and personal experience is fundamental to insert an individual in society. Besides promoting the socialization of the ideas and the emancipation of a person, reading is also na mportant part, if not essential, of the process of professional up bringing. This makes the scholastic locus a privileged space, whereas the reading practice passes through almost all subjects. However currently it is possible to realize that traditiona l areas of reading practice are permeated by digital environments, which led us to the following question: What are the contemporary reading practices of students of professional educa tion at technical level of the IFPI, of Teresina Campus-South? This research sought to iden tify the reading practices of students of the integrated technical education of a school of Rede Federal de Educação Tecnológica (Federal Network of Scientific and Technological Education) located in the southern zone of Teresina -PI, the Institute of Federal Education, Science and Technology of Piauí - Teresina The Southern Zone Campus. The general aim of the es say was to investigate whether the practices of contemporary reading should be online or offline, in order to contribute to the construction of measures to encourage reading, taking into account the necessary skills so as to assist students during their research via internet, considering the practices of reading the individuals, seeking to understand which the itiner ary the students follow on the web. As theoretical referential we were based on the notion s of reading practice of Chartier, and the notions of readers of Lucia Santaella. As a methodo logy we chose to use an approach, in the form of case study, with the production of data thr ough application of survey, semi-structured interviews and in situ observation with recording i mages of the navigation of the students through screen recording (screen video capture) transformed video for subsequent analysis and interpretation by Camtasia Studio software.

SANTOS, Emerson Gonzaga dos. Leitura de textos eletrônicos em inglês/LE: um estudo exploratório via rastreamento ocular. 2014. 122f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-01-20T14:09:02Z No. of bitstreams: 1 2014_dis_egsantos.pdf: 1820318 bytes, checksum: 3c06cc5977ea71cd9f84aa1ccc61e99b (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-01-20T15:49:46Z (GMT) No. of bitstreams: 1 2014_dis_egsantos.pdf: 1820318 bytes, checksum: 3c06cc5977ea71cd9f84aa1ccc61e99b (MD5) / Made available in DSpace on 2015-01-20T15:49:46Z (GMT). No. of bitstreams: 1 2014_dis_egsantos.pdf: 1820318 bytes, checksum: 3c06cc5977ea71cd9f84aa1ccc61e99b (MD5) Previous issue date: 2014 / The revolutions and changes provoked in the passage from printed text reading to electronic text reading continuously attract the interest for researching in the reading field. A vital element which is prototypical from most of the electronic texts, and consequently is worth of being more deeply studied is the hyperlink once it is, visually, one of the mechanisms which better distinguish the electronic text from the printed one. We aim at investigating the eye-behavior in the reading of electronic texts in English as a Foreign Language (EFL) when the eye meets a hyperlink in order to verify if, in fact, the presence of hyperlink, once it is a highlighted element in the text, favors or hampers the reading process based on the reading time. This research is based on studies about eye-reading movements (BALOTA; YAP; CORTESE, 2006; BRYSBAERT; VITU, 1998; JUST; CARPENTER, 1980; MACEDO et al., 2007; RAYNER, 1998; STAUB; RAYNER, 2007) concerning to online reading. In order to do this research we made use of an equipment called eye-tracker of 120Hz resolution which records the eye movement every 8 milliseconds to investigate the eye-movement behavior of 19 fluent EFL readers while reading silently 2 short texts in two versions each: one with hyperlinks and another one without. To analyze our data we used 3 different measures: Total Time of Fixation (TTF), Mean Time of Fixation (MTF) and Total Number of Fixations (TNF). The results showed that the target words which were hyperlinked in the experimental stimulus and the ones which were not hyperlinked in the control stimulus have a similar reading time with a total reading time difference of only 32,8 ms in favor of hyperlinks. This time period is so short that it is not even possible to extract new information by the eye during reading. Even though the results suggest the amount of reading time dedicated to the hyperlinks in isolation is very similar to the reading time of the target words which were not hyperlinked in the control stimulus, the total reading time of the entire texts with hyperlinks is superior to the total reading time of the entire texts without hyperlinks, approximately 22000 ms (twenty-two thousand milliseconds) suggesting, this way, the hyperlinks cause a negative impact towards the reading process, that is, the results seem to hamper the reading process in a way. Besides, hyperlinked words are skipped less frequently, maybe because they attract the eye attention due to the highlighted color being, then, more salient. / As revoluções e mudanças provocadas na passagem da leitura do texto impresso para o texto eletrônico atraem cada vez mais o interesse por pesquisas na área de leitura. Um elemento vital característico da maioria dos textos eletrônicos e que merece ser mais profundamente investigado é o hiperlink, uma vez que ele é, visualmente, um dos mecanismos que mais diferencia o texto eletrônico do impresso. Almejamos investigar o comportamento ocular na leitura de textos eletrônicos em inglês como língua estrangeira quando o olho se depara com um hiperlink, com o intuito de verificar se, de fato, a presença do hiperlink, por ser um elemento destacado no texto, facilita ou dificulta o processo de leitura tomando por base o tempo de leitura. Este estudo fundamenta-se em pesquisas acerca do movimento dos olhos (BALOTA; YAP; CORTESE, 2006; BRYSBAERT; VITU, 1998; JUST; CARPENTER, 1980; MACEDO et al., 2007; RAYNER, 1998; STAUB; RAYNER, 2007) sobre o processo de leitura no momento em que ele acontece. Para realizarmos esta pesquisa, utilizamos um aparelho de rastreamento ocular de resolução 120 Hz que registra o movimento do olho a cada 8 milésimos de segundo para investigar o movimento dos olhos de 19 leitores fluentes de inglês língua estrangeira enquanto liam silenciosamente dois textos curtos em duas versões: uma com hiperlinks e uma sem hiperlinks . Nessa investigação, tomamos por base três medidas: Tempo Total de Fixação (TFT), Tempo Médio de Fixação (TMF) e Número Total de Fixações (NTF). Os resultados mostraram que as palavras-alvo hiperlinkadas no estímulo experimental e não-hiperlinkadas no estímulo controle apresentam um tempo de leitura muito semelhante com uma diferença do tempo total de apenas 32,8 ms (trinta e dois vírgula oito milésimos de segundos). Este intervalo de tempo é tão pequeno que nem ao menos é possível extrair informação nova durante a leitura. Embora os resultados apontem que o tempo de leitura dedicado às palavras-alvo hiperlinkadas isoladamente é muito semelhante ao tempo de leitura dedicado às palavras-alvo não-hiperlinkadas, o tempo de leitura total dos textos com hiperlinks é bastante superior ao tempo de leitura total dos textos sem hiperlinks, aproximadamente 22000 ms (vinte e dois mil milésimos de segundos) sugerindo, dessa forma, que os hiperlinks causam um impacto negativo sobre o processo de leitura, isto é, parece dificultar o processamento textual. Além disso, palavras hiperlinkadas são ‘puladas’ com menos frequência, talvez por atraírem mais a atenção do olhar já que tem cor destacada do restante do texto, sendo, portanto, mais salientes.

[pt] Ebooks, audiolivros, adaptações para séries, filmes e jogos, aplicativos de discussão de leitura, redes sociais para leitores e conteúdo de nicho sob demanda a um clique de distância. Nesta nova dinâmica de fluxo de narrativas na era da convergência, um grupo de internautas produz vídeos para compartilhar sua experiência de leitura de livros na plataforma YouTube: os booktubers. Objeto desta pesquisa, o booktube – comunidade formada por produtores e espectadores dos vídeos – aponta para novas relações com a literatura entre a geração de nativos digitais. O caminho traçado nesta investigação propõe três momentos: o antes, um levantamento sociocultural e tecnológico de fatores que levam os leitores a falar de livros na internet; o durante, uma análise do conteúdo que é produzido pela comunidade e sua relação com a crítica literária, a mediação de leitura e o mercado editorial; e o depois, um estudo de caso de usos institucionais do booktube como incentivo à formação de leitores e promoção de cultura. As discussões propostas são baseadas na cultura participativa, na de nicho e na da convergência, nos conceitos de transmídia e mediação de leitura e na perspectiva do jornalismo cultural e dos estudos culturais. / [en] Ebooks, audiobooks, movies, series and games adaptations, book discussion apps, social media for readers, and niche content on demand just a click away. On this new dynamic of narrative flow at the age of convergence, a group of web users make videos to share their book reading experiences at YouTube: the booktubers. Object of this research, the booktube – community formed by creators and audience – points to new relationships with literature among digital natives. The outline of this investigation suggests three moments: the before, a sociocultural and technological survey of factors that lead readers to talk about books on the internet; the during, an analysis of the content that is produced by the community and its relation with literary criticism, reading mediation and the publishing market; and the after, a case study of institutional uses of the booktube as a reading incentive and promotion of culture. The proposed discussions are based on participatory, niche and convergence cultures, on the concepts of transmigration and mediation of reading and on the perspective of cultural journalism and cultural studies.

本研究透過網路通訊平台Skype經營線上讀書會，讓偏遠地區學童與來自不同區域的學童進行閱讀討論活動，藉此觀察研究對象之間的互動討論情形與討論的對話內容層次，以探究偏遠地區學童與來自不同城鄉區域的學童組成線上讀書會，對於閱讀成效的影響。本研究之實驗對象共分為三組，實驗組一為偏鄉地區與都會地區國小六年級學童各2名，合計4名之國小六年級學童；實驗組二為偏鄉地區不同國小六年級學童各2名，合計4名之國小六年級學童；對照組為偏鄉地區相同國小共4名之國小六年級學童。本研究在實驗前後實施閱讀理解測驗，並針對各組線上讀書會的討論對話進行內容分析，實驗結束後再針對研究對象進行半結構式訪談。研究結果歸納如下： 一、基於文學圈經營線上讀書會為一可行之線上合作學習模式 二、偏遠地區學童與都會地區學童的線上讀書會成員的異質組合，有助於提升偏遠地區學童的閱讀理解成效 三、偏遠地區學童與都會地區學童的線上讀書會成員組合，有助於激發高層次之討論對話 四、同為偏遠地區但不同學校的線上讀書會成員組合，有助於營造愉快的討論氣氛 五、在討論對話中，偏遠地區學童發表高層次思考型問答以及使用推理用語的次數越多，其閱讀理解成效越好 本研究之研究結果可作為教師基於同步討論經營有效線上讀書會的實施模式參考，也對於有興趣於線上讀書會的研究者提供許多值得探究的研究方向。 / In order to explore the possibility of using information and communication technology to help the children in rural areas and the effects of rural-urban disparity on collaboration learning, this study organizes three online reading groups with different compositions of group members by implementing Literature Circles, a student-led and structured book club. The members of experiment group1 are 2 sixth graders from a rural school and 2 sixth graders from an urban school. The members of experiment group2 are 4 sixth graders. All of them are from rural schools but half of them are from a different school. The members of the control group were 4 sixth graders. All of them are classmates in a rural school. The results of reading comprehension tests and the dialogues of three groups are analyzed to collect quantitative data. A semi-structured interview is conducted to collect qualitative data. The research outcomes shows that the heterogeneous group of rural-urban students could best improve the reading comprehension of rural students and produce high level thinking dialogues. In addition, the group of rural students from different schools could conduct the dialogues in the most delightful atmosphere among all three groups. Based on the research outcomes, relevant applications or in-depth researches could be further preceded in the future.

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