Denna uppsats är en undersökning av barns aktiva deltagande i rollek. Syftet är att försöka förstå vilka strategier barn i förskolan kan använda sig av för att nå ett aktivt deltagande i rolleken samt hur rollfördelningen sker i rolleken. Vi vill dessutom undersöka vilken syn förskolepersonal har angående barns samspel och deltagande i leken. Frågeställningarna för uppsatsen lyder; Vilka strategier kan barn använda sig av för att få en aktivt deltagande roll i rolleken? Vilka faktorer styr och ligger bakom rollfördelningen i leken? På vilka sätt fördelas rollerna i rolleken? Vi använde oss av två kvalitativa metoder för att genomföra vår undersökning. Dessa var skriftliga intervjuer via e-post och observationer med löpande protokoll. Resultatet visar att barn använder sig av olika strategier för att nå ett aktivt deltagande i leken. Vilka strategier barn använder kan bero på deras ålder, språkutveckling, social förmåga samt lekfärdigheter. Exempel på strategier som barn använder kan vara övertalning, självinvitation, kommunikation, hot/muta och säga till personalen. Rollfördelningen kan ske på olika sätt, till exempel genom förhandling, delegering samt att barn tar den roll de vill ha. Det finns flera faktorer som styr och ligger bakom rollfördelningen. Några av faktorerna är lekfärdigheter, fantasi, förmåga till socialt samspel och aktuell utvecklingsnivå. Vad gäller informanternas syn på barns samspel och deltagande i leken, är de medvetna om sin egen betydelse när det gäller att stödja barns samspel och deltagande samt att de besitter en hel del kunskap om rollek.

ABSTRACT THE DEVELOPMENT OF PRAGMATIC COMPETENCE: A STUDY ON REQUESTS Elif, Yumun M.A., Department of English Language Education Supervisor: Prof. Dr. Deniz Zeyrek September 2008, 224 pages The purpose of the study was to investigate the pragmatic competence of Turkish learners of English in requests at two levels of English proficiency. Another aspect of the study was to identify the overall and situational proficiency of the learners in performing the speech act of requests and to figure out development and transfer factors. Additionally, the extent to which the changing social variables of power and distance in each of the situations and through the situations affect the learners&rsquo / request behaviour and the development regarding this issue was also pursued. For these purposes, the data were collected from four different subject groups. The learner groups include 19 beginner level and 19 upper intermediate level subjects. The control groups comprised of 21 Turkish native speakers and 15 American native speakers. The data were collected from the subject groups using interactive role plays. Each subject was provided with five request situations differing in terms of power and distance variables. The performances were videotaped and interactions were transcribed according to the CHAT manual (Mac Whinney 2000). Following the data collection process, the performances of the subjects in five situations were examined in terms of the directness levels, internal and external modification. For the statistical calculations in the study, one way ANOVA and t-test were employed. The results of the study showed that mostly there is development in the learner groups in accordance with the proficiency level. The upper intermediate group did better than the beginner group most of the time. However, there are also many instances in which even the upper intermediate group failed.

Legislative pressures are being brought to bear on South African employers to demonstrate that occupational assessment is scientifically valid and culturefair. The development of valid and reliable performance-based assessment tools will enable employers to meet these requirements. The general aim of this research was to validate a performance-based assessment battery for the placement of sales representatives. A literature survey examined alternative assessment measures and methods of performance measurement, leading to the conclusion that the combination of the work sample as a predictor measure and the managerial rating of performance as a criterion measure offer a practical and cost-effective assessment process to the sales manager. The empirical study involved 54 sales persons working for the Commercial division of an oil marketing company, selling products and services to the commercial and industrial market. By means of the empirical study, a significant correlation was found between performance of sales representatives in terms of the performance-based assessment battery for the entry level of the career ladder and their behaviour in the field as measured by the managerial performance rating instrument. The limitations of the sample, however, prevent the results from being generalised to other organisations.

The purpose of this thesis was to find whether the abstraction of dialogue responses in computerized role-playing games could affect role-players’ immersion, PC control, and the meaningfulness of play. Two versions of the same role-playing scenario were created and tested by a group of eight players who all had role-played previously. Though results show that both interfaces come with pros and cons neither interface was found to be superior for role-playing. Rather it was a question of players favoring different ways of being presented with information. A more extensive study with more respondents is necessary to find out if role-players in general prefer either.

This study compared the relative efficacy of two different theoretically-derived strategies in the hypnotic treatment for cigarette smoking. The use of counterconditioning suggestions (present or absent) was compared to the use of role-playing suggestions (present or absent) in a two-way factorial design. Also investigated was whether there were any pretreatment variables which could predict successful long-term smoking control. Fifty adult chronic smokers were matched on the dimensions of baseline smoking rate, number of years smoking and number of previous attempts to quit smoking, then assigned to one of four treatment groups. All subjects were offered four sixty-minute group hypnotherapy treatment sessions over a three week period, with smoking rate assessed at the second, third and fourth sessions, and at one-month, three-months and six-months post-treatment. The two dependent measures of percentage reduction from baseline smoking rate and percentage of subjects in each treatment group remaining abstinent from smoking showed similar results. ANOVA procedures found a significant Time of assessment X Counterconditioning interaction, indicating that the use of counterconditioning suggestions facilitates the long-term maintanence of smoking control more than the use of role-playing suggestions or a "hypnotic relaxation" treatment using no specific suggestions. The demographic variables of increased age, having a smoking-related health problem, and being a "stimulation" type of smoker were found to correlate highly with successful long- term outcome and to correctly classify subjects as abstainers or nonabstainers the majority of the time.

O presente estudo objetiva analisar se situações de leitura de crônicas narrativas, dramatizações dessas leituras e produções de fotocrônicas narrativas de texto e imagem podem motivar os alunos em práticas de leitura em sala de aula e colaborar para o desenvolvimento de procedimentos de leitura desses educandos, sendo assim vistas como um modelo de letramento ideológico na escola. Além disso, pretende verificar se essas práticas podem ser consideradas significativas e motivadoras para o ensino de leitura de alunos do 8 do ensino fundamental de uma escola pública estadual. A motivação para esta pesquisa surgiu a partir da constatação das dificuldades de interação entre professor e alunos em sala de aula e pela falta de motivação por parte dos educandos em atividades de leitura. A metodologia apoiou-se, para as dramatizações das leituras, no jogo teatral (teatro-imagem), de Augusto Boal e, para a produção de fotocrônicas, no conhecimento prévio dos alunos sobre o gênero quadrinhos pela sua associação com o gênero fotonovela. Tal proposta deu-se com base nos conceitos de modelo autônomo e ideológico de letramento, na teoria sociocognitiva de leitura, no ensino de gêneros discursivos e em pressupostos teóricos de ensino-aprendizagem. A análise foi permitida por meio dos seguintes materiais de 12 sujeitos da interação: 3 relatos de aprendizagem, 1 questionário sobre hábitos de leitura, 1 questionário sobre as vivências realizadas e as fotocrônicas produzidas. Foi utilizado ainda, para compor esses corpora, um registro das vivências feito pelo professor-pesquisador ao longo do processo. Os resultados desta pesquisa apontaram que as atividades desenvolvidas podem promover a motivação dos alunos em práticas de leitura, bem como colaborar para um desenvolvimento de procedimentos de leitura desses jovens. / This study aimed to analyze whether reading situations of narrative chronicles, dramatizations of these readings and productions of photo chronicles narratives built in text and image, can motivate students in reading practices in the classroom and collaborate to the development of the reading procedures of these students, thus being regarded as a model of ideological literacy in school. Also, it was aimed to verify if these practices could be considered meaningful and motivating for the reading teaching process of students of the eighth year of the basic education in a state school. The motivation for this research emerged from the observation of the difficulties of interaction between teacher and students in the classroom and by lack of motivation of the students regarding reading activities. The methodology leaned on the drama game (theater-image), by Augusto Boal, for the role plays of the readings and for the production of the photo chronicles, and on the students prior knowledge about the genre comics, by its association with the genre `photo soap opera. Such proposal was given based on the concepts of the autonomous and ideological model of literacy, sociocognitive theory of reading, teaching genres and theoretical premises of the teaching and learning process. The analysis was held through the data from twelve subjects of the interaction, which follow: three learning reports, one questionnaire on reading habits, and one questionnaire on the experiences undertaken and the production of the photo chronicles. It was also used, to compose these corpora, a record of the experiences, made by the teacher-researcher throughout the process. The results of this research pointed out that the activities developed could promote students motivation in reading practices, as well as collaborate for the developing of the reading procedures of these youngsters.

The thesis investigates the relation between empathy for refugees and the experience of participation in a role-play as an educational tool, by focusing on the role-play “On the Run” by the Swedish Red Cross Youth Association. This role-play starts with an introduction, includes a one-hour long play where the participants take roles of family members who have to flee their country, and ends with a debriefing that is argued to be important for the emotional understanding of the participation in the role-play. The thesis explores how this role-play develops empathy for refugees, and how it affects the learning process. The result of the study is presented, which employed an online questionnaire with open-ended questions concerning how the former participants experienced and reflected on the role-play. The analysis of the answers shows that the participants generally appreciated the role-play, that empathy can be identified in their answers as a result of the participation, and that both affective empathy and perspective-taking empathy can be identified as outcomes of that role-play.

Over the past decade, there has been an increasing push for foreign language teachers to use a communicative approach to language instruction. One area this can be seen is through role-plays, activities where students take on a persona other than themselves to complete a task in the target language. Despite the growing popularity of role-play, there has been little empirical research looking at the impact of role-play on students. In particular, the differences between large group and small group role-plays remain virtually unstudied. This thesis looks at role-play in Chinese language classrooms from the perspectives of both teachers and students. To obtain the teacher perspective educators throughout Massachusetts were surveyed about their attitudes and approach to using role-play. To better understand student attitudes towards role-play, a wide variety of role-plays were observed and data was collected from the participants. Observations of over fifty role-plays showed that large group role-plays have a wide variety of benefits including: increasing student enjoyment, providing more opportunities for peer learning/teaching, and enabling teachers to give more immediate feedback. These implications as well as other suggestions for how to successfully use role-play in the language classroom are explored more fully later in the thesis. In order to make role-play more accessible to foreign language teachers, a series of role-play lesson plans based on the principles discussed are also provided in the appendix.

This is a study that deals with the participation of educators in children's free play from the perspective of children. The aim of the study is to create a greater understanding of how children perceive the participation of educators in their free play. Are we interfering with it or supporting? The study also highlights previous research in the field of play and key concepts are highlighted and clarified. The collection of material has taken place through qualitative interviews with children in three different ways, group interviews, individual interviews and spontaneous conversations. The interviews have been recorded and transcribed. The data has been processed from a children’s perspective to make children’s thoughts visible and to be able to see the phenomenon of play and the participation of educators through their eyes. In the results section, the children’s thoughts about the pedagogues participation in their free play are made visible, the result also shows the children’s perceptions of the concept of play and what it means to them. The results of the study show that children's perceptions about their free play include the phenomenon of role play. A game that the educator does not participate in, only observes and supports when needed. Educators who play are unusual from the children's perspective and only happen in controlled games and activities. The results analysis then turns into a discussion that problematizes the children’s view of the teachers’ absent presence in their play based on previous research.

Mgr. Jan Froněk, disertační práce, Katedra andragogiky a personálního řízení FF UK v Praze Abstract The dissertation thesis presents varieties of games and simulations in the field of adult education and specializes particularly in role-play and simulation classifications, with the emphasis on presenting case examples of the applications of the methods. To reach the objectives of the dissertation, first of all resources analysis had been made (both scientific resources and practical toolkits). Then the acquired knowledge was reframed into a terminological framework that had existed before, yet had not been defined specifically enough and explicitly for the field of adult education. The second pillar of the thesis represents a survey that was conducted among adult educators. The thesis consists of six main chapters: it is introduced by a general chapter on games, plays and their characteristics and definition (also from adult educator's perspective). A chapter on simulation and gaming classification follows (Chap. 2), from which the largest part of this work is drawn: a detailed categorization of role-play (Chap. 3) and simulation (Chap. 4) varieties. Some of the Czech as well as international simulation and gaming organisations are mentioned (Chap. 5). In the 6th chapter, results from a survey are...