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Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study duplicates the research done by Vedeler (1997) in which she investigates dramatic playas a format for" literate language". Particular attention is given to the limitation she identified in her study, namely that the same results might not be obtained in studies using children from other cultures/ socio-economic environments. This study using children from another cultural! socio-economic environment, in this case a particular South African environment, was undertaken to determine whether or not her postulation that, sociodramatic play elicits literacy, was true. The extent to which Vedeler' s findings are transmittable to a third world context was also investigated. In this study Vedeler's methodology was implemented as far as possible. The results of this study partially confirm Vedeler' s postulation that studies usmg different participants could produce different results. They also partially contradict her postulation. The present study confirms that cultural context probably affects the results obtained in duplicating Vedeler's experiment. However, sufficient evidence was found to confirm Vedeler' s hypothesis that participation in sociodramatic play results in the use of more advanced syntactic language by children. The conclusion can be drawn that, although the findings in her research can be generalised to different contexts, strong account will have to be taken of various factors. These factors are the nature of the cultural context in which the experiment is conducted, the development of the child in this context and the influence this context has on the child's language development. / AFRIKAANSE OPSOMMING: Die studie is il duplisering van Vedeler (1997) se studie wat ondersoek ingestel het na dramatiese spel as il formaat vir "geletterde taal". Die doel van die huidige studie was om die leemte wat Vedeler in haar studie geidentifiseer het, naamlik dat die resultate met kinders van ander kulture/ sosio-kulturele omgewings as deelnemers mag verskil van haar resultate, aan te spreek. Die huidige studie waarin kinders van il ander kulturele/ sosio-ekonomiese omgewing, in hierdie geval il spesifieke Suid-Afrikaanse omgewing, gebruik is, was onderneem om vas te stelof haar postulasie, naamlik dat sosiodramatiese spel aanleiding gee tot geletterdheid, korrek is. Daar is ook ondersoek in hoe h mate Vedeler (1997) se resultate binne il derdewêreld konteks veralgemeenbaar is. Die huidige studie het so na as wat moontlik was die metodiek van Vedeler gevolg. Die resultate in die huidige studie verskaf gedeeltelike bevestiging van Vedeler (1997) se postulasie dat die resultate met ander deelnemers van háár resultate mag verskil. Dit verskaf ook gedeeltelike weerlegging van haar postulasie. Die huidige studie bevestig dat die kulturele konteks waarskynlik die resultate wat vanuit die duplisering van Vedeler se eksperiment verkry is, geaffekteer het. Voldoende bevestiging is egter gevind vir Vedeler se hipotese dat deelname in sosiodramatiese spel aanleiding gee tot meer gevorderde sintaktiese taal in kinders. Die gevolgtrekking kan gemaak word dat, alhoewel die bevindings van haar navorsing binne verskillende kulturele kontekste veralgemeenbaar is, daar met die invloed van verskillende faktore noukeurig rekening gehou sal moet word. Hierdie faktore behels die aard van die kulturele konteks, die ontwikkeling van die kind binne hierdie konteks en die invloed wat die konteks op die kind se taalontwikkeling het.

Made available in DSpace on 2016-04-28T18:23:30Z (GMT). No. of bitstreams: 1 elizandra.pdf: 606467 bytes, checksum: a2e421eb3a3b6ec80d427dc326d438b0 (MD5) Previous issue date: 2007-05-11 / This work aims at investigating the characteristics of oral presentations made in Spanish classes and verifying: how the students in the audience, the researcherteacher and the presenter act during these activities; the affective aspects revealed by the students and the evaluation they make of such activities; as well as observing the linguistic problems revealed at the oral presentations. The set of participants consists of five students taking the last year of a Language course in Portuguese and Spanish and their respective literatures, and the teacher of the group, who is also the researcher. The research took place in a private college in the State of São Paulo inland. The data were collected in Spanish language classes in 2005. The instruments for data collecting were: two questionnaires, guided oral interviews, audio recordings, assessment cards, conversation based on the assessment cards, and field notes. This study is based on theories of: oral presentation in several contexts (Goffman,1981, Ander-Egg & Aguilar ,1981, among others) and in the educacional context (Graham,1994, Underhill, 1987, among others); the communicative approach (Almeida Filho, 1993, Widdowson, 1991, Scott, 1981, Breen & Candlin,1980); communicative competence (Savignon, 1983, Canale & Swain, 1980, among others); Brazilians speaking Spanish (Ferreira, 1997, Kulikowski & González, 1999, Alcaraz, 2005, Almeida Filho, 1995); and finally, the concept of transference (Selinker, 1972, Lado, 1957, Kellerman,1978, Cruz , 2004). The results reveal the students consciousness raising of: their linguistic problems, their roles as students and their responsabilities as future teachers, the procedures which can reduce affective factors and the importance of oral presentations as a pedagogical activity. Finally some researcher-teacher s reflections on this study and its contributions to the area of foreign language teaching and learning are presented / Este trabalho tem por objetivos investigar as características da apresentação oral desenvolvida nas aulas de língua espanhola e verificar a atuação das alunas da platéia, da professora-pesquisadora e da apresentadora durante essas atividades; os aspectos afetivos revelados pelas alunas e a avaliação que fazem dessa atividade; e observar os problemas lingüísticos revelados nas apresentações orais. O quadro de participantes é constituído por cinco alunas cursando o último ano do curso de Licenciatura em Letras, com habilitação em português e espanhol e suas respectivas literaturas, e a professora do grupo, que também é pesquisadora. Os dados desta pesquisa foram coletados em uma faculdade particular do interior de São Paulo, durante as aulas de língua espanhola, em 2005. Para a coleta foram utilizados: dois questionários, entrevista oral guiada, gravações em áudio, ficha de avaliação, conversa a partir da ficha de avaliação e notas de campo. Foram utilizados como base teórica para este estudo a apresentação oral em vários contextos (Goffman,1981, Ander-Egg & Aguilar, 1981, entre outros); no contexto educacional (Graham,1994, Underhill, 1987, entre outros); a abordagem comunicativa (Almeida Filho,1993, Widdowson,1991, Scott,1981, Breen & Candlin, 1980); a competência comunicativa (Savignon ,1983, Canale & Swain,1980, entre outros); o brasileiro falando espanhol (Ferreira,1997, Kulikowski & González ,1999, Alcaraz ,2005 e Almeida Filho,1995); e, por último, o conceito de transferência (Selinker ,1972, Lado ,1957, Kellerman ,1978 e Cruz , 2004). Os resultados revelam um despertar das alunas para seus problemas lingüísticos, o papel delas como aluna e a responsabilidade como futura professora, os procedimentos que podem amenizar os fatores afetivos e a importância da apresentação oral como atividade pedagógica. Algumas reflexões da professora-pesquisadora sobre o estudo realizado e as contribuições deste estudo para a área de ensino-aprendizagem de língua estrangeira estão contidas nas considerações finais

In this study, I investigate how foreign language anxiety affects students’ performance during oral presentations. The study also explores how secondary school teachers in Sweden work with anxious students before, during and after an oral presentation and what approaches and exercises they find effective to use when doing so. Foreign language anxiety is a relatively new subject within language education and impacts language learning in various, mostly negative, ways. The data is collected from interviews with secondary school teachers in Sweden. The result show how these teachers identify FLA and what effects they believe it has on their students. The result also gives insight into how the teachers approach all three stages of an oral presentation to reduce symptoms that lead to increased anxiety. The study concludes by comparing the teachers’ choices to theories within language teaching to establish a pattern of what strategies are effective when dealing with FLA. In this study, I highlight the benefits of using oral presentations based on research and why every student should be given help to overcome their anxiety, so that they are prepared to use their English in high-pressure situations, such as during an oral presentation.

Rädsla för att tala inför folk är ett allmänt känt fenomen som har drabbat oss alla någon gång. Muntliga presentationer är en del av svenska elevers skolgång, och det kan bidra till oro och stress hos vissa elever. Trots detta är det ett krav från Skolverket att muntliga presentationer ska genomföras av alla elever. Den första frågan och syftet med denna studie var att undersöka hur mellanstadieelever upplever att göra muntliga redovisningar. Studiens andra fråga och syfte var att studera vilka metoder pedagoger använder för att stödja och förbereda eleverna inför de muntliga presentationerna. Slutligen ställdes frågan hur undervisningen inför muntliga redovisningar visar sig i elevernas upplevelser av presentationerna. För att besvara studiens frågor svarade 84 elever på ett frågeformulär och fyra lärare deltog i semistrukturerade intervjuer om forskningsområdet. Materialet analyserades med stöd av det sociokulturella perspektivet och teorier om stress och coping. Studiens resultat visar att känslorna för presentationerna varierar, även om en majoritet av eleverna uttrycker att de känner någon form av ängslan och stress före och under sin presentation. En del elever behåller känslan av stress efteråt. Intervjuerna visade att lärarna är medvetna om elevernas oro och att de arbetar på olika sätt för att förbereda och stödja dem inför sina muntliga presentationer. Studien visar ett starkt samband mellan mindre ängslan inför muntliga presentationer och en respektfull klassrumsmiljö. Studien visar också att eleverna är öppna för, och har ett behov av, att lära sig mer om retoriska verktyg och att tala inför en grupp. En fortsatt studie med fokus på hur elever upplever sina muntliga presentationer, kan vara av vikt för skolans praktik. Detta för att få en större förståelse för elevernas känslor kring muntliga presentationer, och för utvecklingen av metoder pedagogerna bör använda för att förbereda och stödja eleverna. / Anxiety of speaking in front of people is a commonly known phenomenon that has hit all of us at one time or another. Oral presentations are part of Swedish students' schooling, and it can contribute to anxiety and stress in some students. Despite this, it is a requirement from the Swedish National Agency for Education that oral presentations be conducted by all students. The first question and aim of this study was to investigate how elementary school students experience performing oral presentations. The second question and aim of the study was to study what methods educators use to support and prepare students for the oral presentations. Lastly, the question was asked how lessons in preparation for oral presentations is reflected in students' experiences of them. In order to answer the study's questions, 84 students answered a questionnaire, and four teachers took part in semi-structured interviews about the research area. The material was analysed using the sociocultural perspective and theories of stress and coping. The results of the study show that feelings about the presentations vary, though a majority of the students express feeling some level of distress before and during their presentation. Some students keep the feeling of stress afterwards. The interviews revealed that teachers are aware of students' concerns and that they work in different ways to prepare and support them for their oral presentations. The study shows a strong correlation between less apprehension about oral presentations and a respectful classroom environment. The study also shows that students are open to, and have a need for, learning more about rhetorics and speaking in front of a group. A further study focusing on how students experience their oral presentations, may be of value for school practice. This to gain a greater understanding of students' feelings about oral presentations, and for the development of methods educators should use to prepare and support students.

Syftet med denna studie är att undersöka hur lärare ser på stödstrukturer i olika lärmiljöer vid muntliga framställningar i svenskämnet för årskurs 4–6. Studien har sin teoretiska utgångspunkt i Specialpedagogiska skolmyndighetens tillgänglighetsmodell. För att besvara studiens syfte och frågeställningar har fem semistrukturerade intervjuer genomförts ansikte mot ansikte och via videokonferens med lärare på tre skolor i två kommuner i södra Sverige. Resultatet från studien visar på att lärare använder sig av en stor variation av stödstrukturer vid muntliga framställningar. Vanligt förekommande stödstrukturer vid muntliga framställningar i resultatet är bland annat mallar, stödord och anpassning av gruppstorlek.

The aim of this study is to elucidate how a number of pupils in grade four experience the Storyline working method and its influence on their perception of oral presentations to the class. The main method used in the study was qualitative interviews. A questionnaire was administered in order to elicit the views of the whole class about Storyline and about talking in front of others, and in order to see which pupils were suitable to interview. The selection consisted of twenty-two pupils in grade, six of whom were interviewed.  The result showed that Storyline was appreciated by the pupils, who found the method interesting, engaging, and a positive factor in making the teaching meaningful. The Storyline method has been shown in this study to make it easier for pupils who otherwise find it difficult to talk in front of the class. According to the respondents, this is due to group presentations, visualizations, and the fact that the pupils are not forced to talk about their own lives and experiences. The pupils have fun and are inquisitive, which is a key factor in all teaching.