Thesis (M.S.)--Boston University

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No description available.

Orientador: Douglas Altamiro Consolo / Banca: Suzi Marques Spatti Cavalari / Banca: Marcelo Concário / Resumo: Visto que o papel do professor é relevante para os contextos de ensino/aprendizagem de Língua Inglesa (LI), torna-se coerente que ele participe dos processos de avaliação não apenas como avaliador, mas também como avaliado, buscando sempre melhorias em sua prática pedagógica. De acordo com Martins (2005), a avaliação do professor é indispensável para o ensino de línguas, além de representar um desafio no trabalho desenvolvido por aprendizes e mestres. Um tipo de instrumento de avaliação utilizado em professores de LI, para verificar seu nível de proficiência na língua estrangeira (LE) com a qual trabalham, são os exames de proficiência. Existem diferentes tipos de exames internacionais que classificam quantitativamente a proficiência de seus avaliados, como, por exemplo, o TOEFL (Test of English as a Foreign Language) e o FCE (First Certificate in English). A proposta deste trabalho é a de apresentar resultados de uma pesquisa de mestrado desenvolvida na UNESP/SJRP, na qual realizamos um levantamento de dados a respeito de testes de proficiência em LI existentes no mercado. Com isso, buscamos contribuir para a elaboração de um exame de proficiência em língua estrangeira, denominado EPPLE - Exame de Proficiência para Professores de Língua Estrangeira. Além dos testes de proficiência que no trabalho são analisados, compõem também os dados analisados, respostas a questionários aplicados a professores de Licenciatura em Letras, de várias localidades do Brasil, os quais sugerem algumas das crenças desses profissionais sobre avaliação e suas diversas visões a respeito dos testes de proficiência em LE e suas possíveis repercussões. Dessa forma, pudemos verificar e agrupar algumas características dos exames analisados que possivelmente servirão de base para o aprimoramento do EPPLE. Foram sugeridas ideas condizentes ao local de aplicação do exame... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Since the teachers' role is so important to the contexts of English Teaching and Learning, it is coherent that they participate of the assessment process not only as teachers but also as evaluated people who are always improving their jobs. According to Martins (2005), the teacher's assessment is indispensable to the language teaching and represents a challenge to the job developed by teachers and researchers. A kind of assessment instrument used by English teachers in order to verify the students English proficiency level are the Proficiency Tests and Exams. There are different kinds of international exams that classify the proficiency level of their candidates, such as the TOEFL (Test of English as a Foreign Language) and the FCE (First Certificate in English). The main goal of this dissertation is to present results of a master research developed at UNESP/SJRP. A research about English Proficiency Tests was conducted. We intend to contribute to the implementation of an English test specific for english teachers, known as EPPLE. In addition, we also analyzed some questionnaires applied to stakeholders of the English teaching and learning system. We could notice that our participants have different opinions about the English proficiency tests. And, when we discuss about specific points of electronic English tests, the stakeholders seem to be not sure about the topic. Based on the corpus about the English tests we have analyzed, we could suggest some characteristics to be applied in the EPPLE. To conclude, we hope that this dissertation contributes not only to EPPLE improvement and implementation but also to the improvement of researches in Applied Linguistics / Mestre

This dissertation discusses with both the teaching and testing systems associated with the language of Arabic in Pakistan. This study does not only discuss the pedagogical issues of teaching this language in Pakistan, but it also highlights the importance of it being a symbolic language and the resultant symbolic interpretation. The focus of the study is the translation and interpretation of the Arabic language and how it has affected socio-political aspects, in general, and linguistic issues, in particular, in Pakistan. Due to the Arabic language, linguistic symbolism has brought a distinctive intervention in the society. Arabic, as a symbolic language, has promoted a parallel ideological perspective in Pakistan. This study was conducted in four phases. The first phase was empirical and it started in 2009 with the translation and teaching of the book entitled, “Modern Stan-dard Arabic: An Elementary-Intermediate Course” to the Arabic-language students in Lahore, Pakistan. The second phase was to evaluate the translation and teaching of the book with the help of pre- teaching and post-teaching assessments. The third phase of the research was to understand the scope of the Arabic language as it exists in Pakistan with the help of the survey method. The researcher interviewed 220 conveniently selected respondents in Lahore and Multan, Pakistan. The Statistical Package for the Social Sciences (SPSS) was used to analyze the three types of data (pre-teaching, post-teaching and the scope of the Arabic language). The fourth phase of the research was to analyze the data that comprised the research report. The study revealed that a significant majority (80%) of the respondents were interested in learning Arabic because it is the language of the Holy Qur’an and Islam. It also showed that people also wish to learn the Arabic language in order to secure employment in the Middle-Eastern and in the Arabian Gulf countries. The respondents also reported that they want to learn the Arabic language because of its rich literature of history, science and culture. However, the respondents were at odds with the traditional method of teaching and testing the Arabic language. As a result, these students were learning less language but more ideological construct in the name of Arabic. This pedagogical problem has serious consequences. The study also found that the “Modern-Standard Arabic: An Elementary-Intermediate Course” is an excellent resource to use to change the traditional peda-gogical skills. It ascertained that people shifted their traditional perspective of the Arabic learning for religious purposes to the “living language”, the language of everyday conversation. The students of the course ranked the “Modern Standard Arabic” high as compared to the traditional methods of teaching. However, they also had trouble and these were highlighted in the dissertation. This research gleaned that Madrasas (religious schools) in Pakistan were the major source of the Arabic-language teaching in Pakistan. These Madrasas teach with traditional methods and imparted a vested interest-based interpretation of the religion. In this way, the Arabic language as it existed in Pakistan did not give real linguistic meaning to the students but rather give a single-dimension perspective of the religion to the students. This inadequate teaching of the language has simultaneously promoted less tolerance and has expanded the extremist point of view in Pakistan. The language, in other words, seems to be a breeding ground of the extremism that appears to prevalent in Pakistan and thereby gives a misguided version of the language to the members of the society. The second source of Arabic-language teaching in Pakistan was the public-sector universities. These universities were training students to become religious scholars rather than linguistics or translators/interpreters of the Arabic language. The focus of the syllabi of the universities promoted Islamic Arabic literature and the Middle-Eastern perspective of Islam. However, a few of the universities were promoting some level of standard Arabic and Arabic language. Nevertheless, linguistic Arabic as such was virtually non-existent and people regard the language of English as a linguistic subject. Theoretically, ‘Arabic’ has not been treated as a living language in Pakistan. On the one hand, even native-Arabic societies did not take into account the importance of the Arabic language and they hardly emphasize the standardization of it. Native-speaking Arabic scholars have rarely developed theoretical perspectives of the Arabic language or have contributed to its linguistic theory, on the other hand. This state of affairs has developed pedagogical illusions regarding language and linguistics. This dissertation argues that Arabic is a ‘living language’ and that to incorporate it as such a lot of work needs to be done. A standardization of both the language itself and the systems of teaching and testing it needs to be developped. This language re-quires a modernized perspective, both pedagogically as well as linguistically. Theatrically, Arabic requires linguistic perspectives in order to address the pedagogical illusion. Generally, these scientific developments are lacking in the Arabic language. The result is the misinterpretation, confusion and vagueness that have left space for Arabic to be regarded simply as a symbolic language. This symbolic perspective has promoted a single dimension of the language, i.e. the ideological construct, but has also reduced the role as a language of translation and linguistic vigour.

This book discusses with both the teaching and testing systems associated with the language of Arabic in Pakistan. This study does not only discuss the pedagogical issues of teaching this language in Pakistan, but it also highlights the importance of it being a symbolic language and the resultant symbolic interpretation. The focus of the study is the translation and interpretation of the Arabic language and how it has affected socio-political aspects, in general, and linguistic issues, in particular, in Pakistan. Due to the Arabic language, linguistic symbolism has brought a distinctive intervention in the society. Arabic, as a symbolic language, has promoted a parallel ideological perspective in Pakistan. This study was conducted in four phases. The first phase was empirical and it started in 2009 with the translation and teaching of the book entitled, “Modern Standard Arabic: An Elementary-Intermediate Course” to the Arabic-language students in Lahore, Pakistan. The second phase was to evaluate the translation and teaching of the book with the help of pre- teaching and post-teaching assessments. The third phase of the research was to understand the scope of the Arabic language as it exists in Pakistan with the help of the survey method. The researcher interviewed 220 conveniently selected respondents in Lahore and Multan, Pakistan. The Statistical Package for the Social Sciences (SPSS) was used to analyze the three types of data (pre-teaching, post-teaching and the scope of the Arabic language). The fourth phase of the research was to analyze the data that comprised the research report. The study revealed that a significant majority (80%) of the respondents were interested in learning Arabic because it is the language of the Holy Qur’an and Islam. It also showed that people also wish to learn the Arabic language in order to secure employment in the Middle-Eastern and in the Arabian Gulf countries. The respondents also reported that they want to learn the Arabic language because of its rich literature of history, science and culture. However, the respondents were at odds with the traditional method of teaching and testing the Arabic language. As a result, these students were learning less language but more ideological construct in the name of Arabic. This pedagogical problem has serious consequences. The study also found that the “Modern-Standard Arabic: An Elementary-Intermediate Course” is an excellent resource to use to change the traditional pedagogical skills. It ascertained that people shifted their traditional perspective of the Arabic learning for religious purposes to the “living language”, the language of everyday conversation. The students of the course ranked the “Modern Standard Arabic” high as compared to the traditional methods of teaching. However, they also had trouble and these were highlighted in the dissertation. This research gleaned that Madrasas (religious schools) in Pakistan were the major source of the Arabic-language teaching in Pakistan. These Madrasas teach with traditional methods and imparted a vested interest-based interpretation of the religion. In this way, the Arabic language as it existed in Pakistan did not give real linguistic meaning to the students but rather give a single-dimension perspective of the religion to the students. This inadequate teaching of the language has simultaneously promoted less tolerance and has expanded the extremist point of view in Pakistan. The language, in other words, seems to be a breeding ground of the extremism that appears to prevalent in Pakistan and thereby gives a misguided version of the language to the members of the society. The second source of Arabic-language teaching in Pakistan was the public-sector universities. These universities were training students to become religious scholars rather than linguistics or translators/interpreters of the Arabic language. The focus of the syllabi of the universities promoted Islamic Arabic literature and the Middle-Eastern perspective of Islam. However, a few of the universities were promoting some level of standard Arabic and Arabic language. Nevertheless, linguistic Arabic as such was virtually non-existent and people regard the language of English as a linguistic subject. Theoretically, ‘Arabic’ has not been treated as a living language in Pakistan. On the one hand, even native-Arabic societies did not take into account the importance of the Arabic language and they hardly emphasize the standardization of it. Native-speaking Arabic scholars have rarely developed theoretical perspectives of the Arabic language or have contributed to its linguistic theory, on the other hand. This state of affairs has developed pedagogical illusions regarding language and linguistics. This dissertation argues that Arabic is a ‘living language’ and that to incorporate it as such a lot of work needs to be done. A standardization of both the language itself and the systems of teaching and testing it needs to be developped. This language re-quires a modernized perspective, both pedagogically as well as linguistically. Theatrically, Arabic requires linguistic perspectives in order to address the pedagogical illusion. Generally, these scientific developments are lacking in the Arabic language. The result is the misinterpretation, confusion and vagueness that have left space for Arabic to be regarded simply as a symbolic language. This symbolic perspective has promoted a single dimension of the language, i.e. the ideological construct, but has also reduced the role as a language of translation and linguistic vigour.

Made available in DSpace on 2014-06-11T19:26:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-20Bitstream added on 2014-06-13T20:15:48Z : No. of bitstreams: 1 anchieta_pp_me_sjrp.pdf: 807879 bytes, checksum: 0077f433ec077e28149ee6c734142941 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Visto que o papel do professor é relevante para os contextos de ensino/aprendizagem de Língua Inglesa (LI), torna-se coerente que ele participe dos processos de avaliação não apenas como avaliador, mas também como avaliado, buscando sempre melhorias em sua prática pedagógica. De acordo com Martins (2005), a avaliação do professor é indispensável para o ensino de línguas, além de representar um desafio no trabalho desenvolvido por aprendizes e mestres. Um tipo de instrumento de avaliação utilizado em professores de LI, para verificar seu nível de proficiência na língua estrangeira (LE) com a qual trabalham, são os exames de proficiência. Existem diferentes tipos de exames internacionais que classificam quantitativamente a proficiência de seus avaliados, como, por exemplo, o TOEFL (Test of English as a Foreign Language) e o FCE (First Certificate in English). A proposta deste trabalho é a de apresentar resultados de uma pesquisa de mestrado desenvolvida na UNESP/SJRP, na qual realizamos um levantamento de dados a respeito de testes de proficiência em LI existentes no mercado. Com isso, buscamos contribuir para a elaboração de um exame de proficiência em língua estrangeira, denominado EPPLE – Exame de Proficiência para Professores de Língua Estrangeira. Além dos testes de proficiência que no trabalho são analisados, compõem também os dados analisados, respostas a questionários aplicados a professores de Licenciatura em Letras, de várias localidades do Brasil, os quais sugerem algumas das crenças desses profissionais sobre avaliação e suas diversas visões a respeito dos testes de proficiência em LE e suas possíveis repercussões. Dessa forma, pudemos verificar e agrupar algumas características dos exames analisados que possivelmente servirão de base para o aprimoramento do EPPLE. Foram sugeridas ideas condizentes ao local de aplicação do exame... / Since the teachers’ role is so important to the contexts of English Teaching and Learning, it is coherent that they participate of the assessment process not only as teachers but also as evaluated people who are always improving their jobs. According to Martins (2005), the teacher’s assessment is indispensable to the language teaching and represents a challenge to the job developed by teachers and researchers. A kind of assessment instrument used by English teachers in order to verify the students English proficiency level are the Proficiency Tests and Exams. There are different kinds of international exams that classify the proficiency level of their candidates, such as the TOEFL (Test of English as a Foreign Language) and the FCE (First Certificate in English). The main goal of this dissertation is to present results of a master research developed at UNESP/SJRP. A research about English Proficiency Tests was conducted. We intend to contribute to the implementation of an English test specific for english teachers, known as EPPLE. In addition, we also analyzed some questionnaires applied to stakeholders of the English teaching and learning system. We could notice that our participants have different opinions about the English proficiency tests. And, when we discuss about specific points of electronic English tests, the stakeholders seem to be not sure about the topic. Based on the corpus about the English tests we have analyzed, we could suggest some characteristics to be applied in the EPPLE. To conclude, we hope that this dissertation contributes not only to EPPLE improvement and implementation but also to the improvement of researches in Applied Linguistics

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-09-27T18:30:10Z No. of bitstreams: 1 patriciadelimapaula.pdf: 1706323 bytes, checksum: 84f84ffc85eea8a9055919c187c62730 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-10-01T18:03:06Z (GMT) No. of bitstreams: 1 patriciadelimapaula.pdf: 1706323 bytes, checksum: 84f84ffc85eea8a9055919c187c62730 (MD5) / Made available in DSpace on 2018-10-01T18:03:06Z (GMT). No. of bitstreams: 1 patriciadelimapaula.pdf: 1706323 bytes, checksum: 84f84ffc85eea8a9055919c187c62730 (MD5) Previous issue date: 2018-07-05 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discutiu o processo de elaboração dos itens integrantes dos testes de proficiência de três programas de avaliação: o Sistema de Avaliação Educacional do Desempenho Educacional do Amazonas (SADEAM), o Programa de Avaliação do Espírito Santo (PAEBES) e o sistema de Avaliação Baiano da Educação (Avalia BA). Os objetivos definidos para este estudo foram baseados em compreender os fatores que interferem na qualidade dos itens de biologia nas avaliações dos Programas de Avaliação no período de 2010 a 2015. Para alcançar tal objetivo, foi necessário descrever as análises estatísticas dos relatórios gerados pelo Centro de Políticas Públicas e Avaliação da Educação (CAEd) que serviram de base para o estudo. Assumimos como hipótese o fato de vários itens dos conteúdos de biologia apresentarem baixos percentuais de acerto, além de um quantitativo elevado de itens eliminados. Para tanto, utilizamos, como metodologia de pesquisa a realização de uma análise psicométrica dos itens de Biologia do Ensino Médio com baixos percentuais de acerto dos Programas de Avaliação SADEAM, PAEBES e AVALIA BA e, a partir disso, a realização de análises pedagógicas, utilizando, como instrumentos, os relatórios estatísticos gerados pela Coordenação de Instrumentos de Avaliação (CIA) que apresentam o comportamento estatístico de cada item dos testes de proficiência aplicados. / The present dissertation is developed in the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). The management case studied discussed the process of elaborating the items that are part of the proficiency tests of three evaluation programs: the Educational Evaluation System of the Educational Performance of Amazonas (SADEAM), the Evaluation Program of the State of Espírito Santo (PAEBES) and the Baiano Education Assessment System (Evaluates BA). The objectives defined for this study were based on understanding the factors that influence the quality of biology items in the evaluation of the Evaluation Programs in the period from 2010 to 2015. To achieve this goal, it was necessary to describe the statistical analyzes of the reports generated by the Centro de Políticas Públicas e Avaliação da Educação (CAEd), that served as the basis for the study. We assume as hypothesis the fact that several items of the contents of biology present low percentages of correctness, besides a high quantitative of eliminated items. To do so, we used as a research methodology the performance of a psychometric analysis of the items of High School Biology with low percentage of correctness of the Evaluation Programs SADEAM, PAEBES and AVALIA BA Evaluation and, from this, the accomplishment of pedagogical analyzes, using , as instruments, statistical reports generated by the Coordination of Assessment Instruments (CIA) that present the statistical behavior of each item of applied proficiency tests.

This dissertation discusses with both the teaching and testing systems associated with the language of Arabic in Pakistan. This study does not only discuss the pedagogical issues of teaching this language in Pakistan, but it also highlights the importance of it being a symbolic language and the resultant symbolic interpretation. The focus of the study is the translation and interpretation of the Arabic language and how it has affected socio-political aspects, in general, and linguistic issues, in particular, in Pakistan. Due to the Arabic language, linguistic symbolism has brought a distinctive intervention in the society. Arabic, as a symbolic language, has promoted a parallel ideological perspective in Pakistan. This study was conducted in four phases. The first phase was empirical and it started in 2009 with the translation and teaching of the book entitled, “Modern Stan-dard Arabic: An Elementary-Intermediate Course” to the Arabic-language students in Lahore, Pakistan. The second phase was to evaluate the translation and teaching of the book with the help of pre- teaching and post-teaching assessments. The third phase of the research was to understand the scope of the Arabic language as it exists in Pakistan with the help of the survey method. The researcher interviewed 220 conveniently selected respondents in Lahore and Multan, Pakistan. The Statistical Package for the Social Sciences (SPSS) was used to analyze the three types of data (pre-teaching, post-teaching and the scope of the Arabic language). The fourth phase of the research was to analyze the data that comprised the research report. The study revealed that a significant majority (80%) of the respondents were interested in learning Arabic because it is the language of the Holy Qur’an and Islam. It also showed that people also wish to learn the Arabic language in order to secure employment in the Middle-Eastern and in the Arabian Gulf countries. The respondents also reported that they want to learn the Arabic language because of its rich literature of history, science and culture. However, the respondents were at odds with the traditional method of teaching and testing the Arabic language. As a result, these students were learning less language but more ideological construct in the name of Arabic. This pedagogical problem has serious consequences. The study also found that the “Modern-Standard Arabic: An Elementary-Intermediate Course” is an excellent resource to use to change the traditional peda-gogical skills. It ascertained that people shifted their traditional perspective of the Arabic learning for religious purposes to the “living language”, the language of everyday conversation. The students of the course ranked the “Modern Standard Arabic” high as compared to the traditional methods of teaching. However, they also had trouble and these were highlighted in the dissertation. This research gleaned that Madrasas (religious schools) in Pakistan were the major source of the Arabic-language teaching in Pakistan. These Madrasas teach with traditional methods and imparted a vested interest-based interpretation of the religion. In this way, the Arabic language as it existed in Pakistan did not give real linguistic meaning to the students but rather give a single-dimension perspective of the religion to the students. This inadequate teaching of the language has simultaneously promoted less tolerance and has expanded the extremist point of view in Pakistan. The language, in other words, seems to be a breeding ground of the extremism that appears to prevalent in Pakistan and thereby gives a misguided version of the language to the members of the society. The second source of Arabic-language teaching in Pakistan was the public-sector universities. These universities were training students to become religious scholars rather than linguistics or translators/interpreters of the Arabic language. The focus of the syllabi of the universities promoted Islamic Arabic literature and the Middle-Eastern perspective of Islam. However, a few of the universities were promoting some level of standard Arabic and Arabic language. Nevertheless, linguistic Arabic as such was virtually non-existent and people regard the language of English as a linguistic subject. Theoretically, ‘Arabic’ has not been treated as a living language in Pakistan. On the one hand, even native-Arabic societies did not take into account the importance of the Arabic language and they hardly emphasize the standardization of it. Native-speaking Arabic scholars have rarely developed theoretical perspectives of the Arabic language or have contributed to its linguistic theory, on the other hand. This state of affairs has developed pedagogical illusions regarding language and linguistics. This dissertation argues that Arabic is a ‘living language’ and that to incorporate it as such a lot of work needs to be done. A standardization of both the language itself and the systems of teaching and testing it needs to be developped. This language re-quires a modernized perspective, both pedagogically as well as linguistically. Theatrically, Arabic requires linguistic perspectives in order to address the pedagogical illusion. Generally, these scientific developments are lacking in the Arabic language. The result is the misinterpretation, confusion and vagueness that have left space for Arabic to be regarded simply as a symbolic language. This symbolic perspective has promoted a single dimension of the language, i.e. the ideological construct, but has also reduced the role as a language of translation and linguistic vigour.

No description available.