Notas / Resumen

Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2018-01-24T18:52:40Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Política, Religião e Educação relações de poder em Garanhuns (1955-1957).pdf: 3678804 bytes, checksum: 0172a8e9e7d3d9fc6600ff1257f2e552 (MD5) / Made available in DSpace on 2018-01-24T18:52:40Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Política, Religião e Educação relações de poder em Garanhuns (1955-1957).pdf: 3678804 bytes, checksum: 0172a8e9e7d3d9fc6600ff1257f2e552 (MD5) Previous issue date: 2016-08-30 / CNPQ / O presente trabalho analisa as relações de poder consolidadas entre instituições educacionais – confessionais e particulares –, a religião tendo como foco central a Igreja Católica – também existem análises acerca da Igreja Presbiteriana – e a política partidária; tendo maior enfoque como estas relações foram construídas, consolidadas e solidificadas no município de Garanhuns-PE durante o período de 1955 à 1957. Dividido em três partes; a primeira versa sobre a Diocese de Garanhuns durante o bispado de Dom Francisco Expedito Lopes que iniciou em 1955 e terminou com em 1957 quando o mesmo é assassinado pelo padre Hosana de Siqueira; na segunda parte tem-se uma análise de como se davam as relações institucionais a Câmara Municipal dos Vereadores de Garanhuns e os Colégio Diocesano de Garanhuns, Colégio Santa Sofia e Colégio Presbiteriano XV de Novembro; enquanto que a terceira parte são abordadas questões políticas partidárias que ajudam a compreender determinadas práticas em Garanhuns que acabaram por culminar na tentativa de assassinato de Abdias de Noronha Branco (candidato a vice prefeito de Garanhuns em 1955) e na revolta de estudantes que despejaram lixo e atearam-lhe fogo na frente da casa do vereador Fausto Souto Maior, assim como apedrejaram a mesma residência. Os casos aqui analisados demonstram como religião, política e educação estavam imbricados em Garanhuns entre os anos de 1955 à 1957. / The present work analyzes the consolidated relations of power between educational institutions - confessional and private -, religion having as central focus the Catholic Church - there are also analyzes about the Presbyterian Church - and party politics; Having a greater focus as these relations were built, consolidated and solidified in the municipality of Garanhuns-PE during the period from 1955 to 1957. Divided into three parts. The first is about the Diocese of Garanhuns during the bishopric of Don Francisco Expedito Lopes, which began in 1955 and ended in 1957 when he was assassinated by priest Hosana de Siqueira. The second part there is an analysis of how the institutional relations were given to the Garanhuns City Council and the Colégio Diocesano de Garanhuns, Colégio Santa Sofia and Colégio Presbyterian XV de Novembro. The third part deals with partisan political issues that help to understand certain practices in Garanhuns that culminated in the assassination attempt of Abdias de Noronha Branco (candidate for vice mayor of Garanhuns in 1955) and the revolt of students who dumped garbage and They set fire to him in front of the house of the councilman Fausto Souto Maior, just as they stoned the same residence. The cases here analyzed demonstrate how religion, politics, and education were embedded in Garanhuns between the years 1955 and 1957.

Listening has long been recognised as the most challenging skill for teachers, students and researchers working in the context of L2 English. However, it has also been the least researched of the four language skills, and one that has received the least attention in second language acquisition. This study identified the listening problems, and their causes, experienced by Chinese university students at intermediate level through multiple perspectives. Included in the investigation were learners’ perceptions, their performance in phonological vocabulary tests and their recognition of words from dictation transcription in terms of lexical processing and spoken word recognition, in addition to learners’ self-reflection and the teacher’s reflection after one-semester of instruction and learning. The ultimate aims of the study were to contribute to our understanding of the nature of listening comprehension and the causes of the difficulties it poses for these learners in order to advance a research-based pedagogy to help them improve their listening comprehension skills. A mixed methods approach was employed, integrating questionnaire surveys, participants’ self-reflections, the Aural-Lex tests, and dictation transcriptions conducted both at the very beginning and at the end of the semester. Findings suggest that the main difficulties and the causes of these difficulties in listening comprehension for Chinese university students at intermediate level include the following: limited knowledge of phonology, inadequate vocabulary by sound, and poor awareness of the features of connected speech. The study suggests that Chinese university students at this level need to improve their spoken word recognition and develop an awareness of the organisation of sounds in English connected speech, as these cognitive processes play a vital role in proficient listening comprehension. Similarly, it proposes that researchers and teachers working in higher education in the L2 context should work closely together to address intermediate learners’ needs and difficulties, both theoretically and practically, in order to help them enhance their listening comprehension skills.

This study investigates the practice of writing a novel with its starting point in family photographs. It consists of the novel itself in latest draft form as well as a theoretical commentary on the writing of it. The particular focus for discussion is how the visual informs the written text and how the visual and verbal together become ‘imagetext’.1 The novel is narrated in the first person by Lily Adams who learns from the many ancestral portraits in black and white that line the halls of her childhood home that what they embody is not visually representative of a past she has been encouraged to believe in, but rather of one she is now forced to question as the pictures speak to her, in their own voices, of a world re-focused through their own lens. A critical commentary follows in three chapters: a chapter on ‘punctum’ discusses motivation and photography as a technical and creative driver for this work, and the following one on ‘ekphrasis’ makes literary connections between two main drafts, one in third person (see Appendix) and the other (latest) in first person, looking in detail at the way ‘ekphrasis’ or visual to verbal translation has developed in these two versions. The growth of the idea from earlier beginnings is traced and related to the notion of ekphrasis as it has shaped the later drafts. The concluding chapter on ‘ekphrastic realism’ draws these strands together by making an attempt to situate my novel within the canonical intersection of ekphrasis and magical realism. These make a contribution to an understanding of the concept of ekphrasis by way of ekphrastic writing, known merely as an obscure literary genre.

As part of an extensive survey of the relevant literature on the place and practice of pronunciation teaching, over 50 ‘ELT’ and ‘Pronunciation’ handbooks were reviewed. The main ideas and arguments of all handbook writers were drawn together in the form of 11 themes which provided the basis for the research questions and the research instrument of the study reported in this thesis. The study provided a comprehensive overview of current attitudes and practice in terms of pronunciation status and role, pronunciation models and targets and pronunciation teaching techniques in one major European city,Thessaloniki, Greece. Questionnaires were completed by 327 upper intermediate and advanced EFL learners and 47 EFL teachers. Additionally, interviews were conducted with 12 EFL teachers. The study explored the extent to which ELT writers’ views agreed with EFL teachers’ views. In many cases discrepancies emerged between what the experts advised and the teachers’ perceived priorities and reported practises; possible explanations and appropriate recommendations are provided as part of this thesis. A number of factors are identified as having a different effect on the perceived status of pronunciation; learners’ age, level of English, language learning purpose, language context and L1. This thesis is an attempt to seek to establish a rightful place for pronunciation in TEFL. In terms of pronunciation models, there was an overwhelming preference for RP and GA by the teachers and learners of this study. Nevertheless, the teachers would be largely content with accented international intelligibility whereas many learners would aspire to native-like pronunciation (NLP). It is recommended that teachers should help those learners who wish to achieve NLP to do so and that an updated version of RP or GA is the most appropriate pronunciation model for the teachers to adopt and the learners to follow in the context of TEFL in Greece.

This thesis investigates the current situation of pocket electronic dictionary use in Thailand. It explores the types of dictionary owned and used by Thai learners and their teachers, and the teachers’ attitudes towards the use of pocket electronic dictionaries (PEDs). It also explores how Thai learners use pocket electronic dictionaries to write a summary in English (production) and to write a summary in Thai (reception), and strategies that Thai students use to try to solve their reading and writing problems. The participants in my studies included 30 lecturers who taught basic English courses at King Mongkut’s University of Technology Thonburi, Bangkok. Data was collected using a questionnaire to obtain personal information, and information about access to and use of dictionaries, including knowledge about PEDs. Of the 30 teachers, 6 were interviewed in order to gain insights into teachers’ attitudes towards the use of PEDs. For my large-scale survey on dictionary use there were 1,211 first and second year undergraduate participants. These came from the Faculty of Engineering, Faculty of Science, and Faculty of Industrial Education. Of these, 27 were selected to take part in my small scale survey of pocket electronic dictionary use. The first student survey was used to gain quantitative data about the students and their use of dictionaries, while the second student survey was used to gain more qualitative data regarding their use of PEDs. Finally, 13 out of the 27 participants were chosen to take part in the main experimental studies. Data was collected using think aloud, observation, and retrospective interviews. The first eight participants were asked to read two reading passages (one in English and the other one in Thai). Using dictionaries in their PEDs, the participants were asked to write a summary in Thai for the English passage (the Light Bulb I experiment) and to write a summary in English for the Thai passage (the Water I experiment). The remaining 5 participants followed the same procedures, but additionally after the two summary tasks were completed they were asked to review their summaries again using Oxford Advance Learner’s Dictionary, the English-English dictionary in their PEDs (the Light Bulb II and the Water II experiments). ii The data was analyzed quantitatively and qualitatively. The findings revealed that the teachers used and preferred their students to use monolingual learners’ dictionaries. They noticed the presence of PEDs in the classroom but they were under-informed about the contents and capabilities of Thai PEDs. The student surveys showed that although most students possessed learners’ dictionaries in book form, only a few of those owning the learners’ dictionaries reported actually using them. In contrast, nearly half of the students owned PEDs and most of these students reported using them. A greater number of students also reported they would like to use or own a PED in the future. The findings also suggest that the teachers do not have much influence over their students’ choice of dictionaries. The experimental studies revealed how the participants tackled the reading passages and wrote summaries, the problems they encountered, and the strategies they used to solve these problems. Models of PED consultations were proposed. The use of the English-English dictionary in their PEDs helped participants to comprehend the reading text, and helped some participants when reviewing their English summaries. It was found that some participants failed to display knowledge of the PEDs they were using. The investigations reveal several factors that may hinder dictionary look up success as well as factors that may promote dictionary look up success. On the basis of this research, guidelines for buying PEDs and for teaching PED skills are proposed. This research makes a significant contribution to the field of dictionary use, especially regarding the use of pocket electronic dictionaries. Through the use of a combination of research methods it provides an account of what really happens when PEDs are used for reception and for production. It also investigates and assesses PED features in detail, something which no existing PED studies have done before.

This thesis examines the impact of Data-driven learning (DDL) or classroom concordancing on a group of adolescent students in Greece seeking to investigate the degree of motivation to learn grammar when involved in DDL and the effectiveness of DDL in the teaching and learning of grammar. The study introduced concordance-based grammar materials to the experimental group, whereas a conventional grammar book was used with the control group, examining common grammar items and patterns. The analysis of classroom data gathered during DDL sessions offered insights into the improved noticing skills of the participants but also into the difficulties when involved in DDL with regard to unknown vocabulary and the Key Word in Context (KWIC) concordance format, which underlined the need for considerable teacher guidance. The qualitative evidence drawn from questionnaires and interviews suggested that the majority of the participants acknowledged the contribution and potential of corpora, but the degree of motivation to study grammar further varied. Most learners also expressed their preference for concordance-based learning, rather than their previous mostly passive learning experience, and further access to corpora, but without total abandonment of the conventional grammar book. The qualitative evidence was supplemented with analysis of test performances of the two groups, according to which more participants of the experimental group scored higher than those of the control group in each test. All these findings pointed to important gains and represent a preliminary step in the development of corpus-based grammar teaching to EFL adolescent learners.

No description available.

This thesis provides a post-modern critique of the profession of Teaching English to Speakers of Other Languages (TESOL). This critique derives from the findings of a progressivist applied ethnographic study of group of ESOL teachers working at an institution of higher education in Britain. The analysis of the findings using post-modern theory revealed that there was a complex mêlée of discourses (in the Foucauldian sense) at work in the research setting: a localised idiosyncratic discourse containing the voices of the teachers and the management, and a dominating mainstream discourse containing institutional and academic voices. The teachers in their classroom practices and their construction of these practices reproduced the norms of this dominant discourse in a pedagogy which can be described as weak communicative language teaching. This reproduction resulted in contradictions in their practices and constructions of their practices with regard to learner-centredness and to the superiority of the pedagogy, as well as to tensions and conflicts between the ethos of education and the requirements of an ‘industry’. Three arguments emerge from these problems: 1. The pedagogy helps to maintain the low-status of TESOL because it reduces teaching to a series of ‘universally-applicable’ techniques and skills, the rudiments of which can be taught on a one-month training course. This pedagogy suits the institutional voice which regards TESOL as a private-sector industry. 2. This modernist ‘scientific’ pedagogy constructed as ‘universally-applicable’ and superior to other ways of teaching is potentially inappropriate because it cannot respond to social, cultural and political contexts of the classrooms in which it is used. 3. The pedagogy is legitimised with theories of learner-centredness that claim to be responsive to students’ needs engendering learner autonomy and self-actualisation while creating a ‘democratic’ and participative classroom. Using Focauldian theory, it can be seen that learner-centredness in fact masks the subtle operation of biopower, and is commensurate with a pedagogy designed as a commodity. These arguments can be located in wider shifts in education and professionalism in late-modern consumer capitalism where the public sector is being invaded by private-sector discourses. I finally propose the possibility of an alternative post-modern pedagogy with a commensurate post-modern critical profession.

No description available.