Studies have shown that when young EFL (English as a Foreign Language) learners participate in oral collaboration tasks, it may have both positive and negative effects for them. Nearly all of the research done in this area has been carried out on older learners, which makes the information related to younger learners relatively narrow. In the last decade, however, research done with young learners has gradually increased. This has led to elementary school teachers being given a wider range of knowledge regarding oral collaborative tasks and their impact on their students. Through a handful of selected research carried out on young English learners, this study’s aim is to highlight both positive and negative impacts that oral collaboration tasks may have on students in elementary school (K3). All of the research from our selected articles was conducted through observation in the classroom, in which two of them included students’ own perceptions. Different factors can have an influence on oral collaboration tasks, such as patterns of interaction, task content, attitudes and feelings, and the teacher’s role.

The following MA thesis is concerned with the interaction among students of Czech as a foreign language in classes of low proficiency and working in pairs. It mainly concentrates on the process of overcoming obstacles that arise during communication. The objective of the thesis is to examine the students' choice of communication strategies and describe the process of negotiation of meaning. In order to achieve that, an analysis of transcribed recordings of interactions during a language lesson was made. During the lesson students had to complete two two-way tasks, which should offer as many opportunities to negotiate meaning as possible. Keywords: Czech as a foreign language, interaction, negotiation of meaning, communication strategies, pair work

Made available in DSpace on 2016-04-27T16:58:36Z (GMT). No. of bitstreams: 1 Celso Pedrosa Filho.pdf: 5752508 bytes, checksum: 7e5a587ba033b0bc36f4874dfa117c4a (MD5) Previous issue date: 2008-05-15 / The intention of this dissertation is to investigate the attainment of knowledge and development of introductory notions of combinatory reasoning with children between seven an eight years of age. In this sense, we have built a sequence of exercises, based on the Conceptual Fields Theory (Vergnaud, 1990) and on Records of Semiotic Representation Theory (Duval, 1993) starting with concrete situations. Our hypothesis is that the work done in groups can contribute to the development of the activities, as it helps the exchange of information, the socialization of the involved and of the ideas, in addition to the need to justify to ones partner. The development of this research follows the Didactic Engineering (Douday, 1987) presumptions, that is, at first we made a small historic introduction and a survey of what we found in the National Curriculum Parameters (PCN, 1997) and in didactic books, in reference to the theme, research of two publications directly related to the focus of our study. Right after, we built and made a preliminary analyzes of two types of activities for which we confectioned materials, one of which viewed the determination of combinations of clothes and models, using magnetized parts, and the other, the possibilities of different routes, on a checkered board, to reach a determined destiny, based on the launching of an object similar to a coin. After applying them to a group of students, we analyzed the behavior of the pairs, on the procedures and registers they obtained. The results evidenced that the use of manipulative material and the work developed in pairs favored not only the interest for the work proposed, but also the development of organization ideas, reading, counting, and visualization of results and of the first steps in relation to the addition and multiplication fields, fundamental for the development of the combinatory reasoning / O objetivo desta dissertação é investigar a aquisição e o desenvolvimento de noções introdutórias do raciocínio combinatório com crianças entre sete e oito anos de idade. Nesse estudo, construímos uma seqüência de atividades, fundamentada na Teoria dos Campos Conceituais (Vergnaud, 1990) e na Teoria dos Registros de Representação (Duval, 1993), partindo de situações concretas. Nossa hipótese é que o trabalho em duplas possa contribuir no desenvolvimento das atividades, visto que favorece a troca de informações, a socialização dos sujeitos e das idéias, além da necessidade de justificativa em relação ao seu par. O desenvolvimento desta pesquisa segue os pressupostos de uma Engenharia Didática (Douady, 1987), ou seja, inicialmente fizemos uma breve introdução histórica e um levantamento do que encontramos nos Parâmetros Curriculares Nacionais (PCN, 1997) e em livros didáticos, no que se refere ao tema, além de uma visita a duas publicações diretamente relacionadas ao foco de nosso estudo. Na seqüência, construímos e fizemos uma análise preliminar de dois tipos de atividades, para as quais foram confeccionados materiais; uma delas visou à determinação de combinações de roupas em modelos, valendo-se de peças imantadas, e a outra, de possibilidades de caminhos, em um quadriculado, para se chegar a um determinado destino, a partir de lançamentos de um objeto semelhante a uma moeda. Depois de aplicá-las a um grupo de alunos do primeiro ciclo do Ensino Fundamental, fizemos uma análise do comportamento das duplas, dos procedimentos e dos registros obtidos. Os resultados evidenciaram que o uso de material manipulável e o trabalho em duplas favorecem não só o interesse pelo estudo proposto, mas, também o desenvolvimento de idéias de organização, leitura, contagem, visualização de resultados e dos primeiros passos na relação entre os campos: aditivo e multiplicativo, fundamentais para o desenvolvimento do raciocínio combinatório