Esta dissertação tem por objetivo propor princípios enunciativos para o tratamento da aquisição de segunda língua (L2) em contexto escolar. Para isso, realizou-se, em primeiro lugar, um estudo acerca de diferentes perspectivas teóricas que abordam o fenômeno de aquisição de L2 em busca de um ponto de vista enunciativo. A partir dessa pesquisa, observou-se a falta de uma perspectiva enunciativa no campo da Aquisição de Segunda Língua. Em segundo lugar, é apresentada uma concepção de linguagem constituída a partir da leitura da Teoria da Enunciação de Émile Benveniste (1966/2005; 1974/2006). Dessa forma, a aquisição de L2 é vista como um “fenômeno geral da enunciação” (BENVENISTE, op.cit.). Em terceiro lugar, com apoio do estudo de Silva (2007; 2009) são apresentados os princípios para uma abordagem enunciativa na aquisição de L2, a qual funciona na estrutura enunciativa (eu – tu – ele) – ELE. Essa estrutura comporta o locutor-aluno de L2 (“eu”), o alocutário - professor (“tu”), as referências (“ele”) produzidas por “eu” e “tu”, todos inscritos na cultura (“ELE”). Com a formulação dos princípios, pretende-se contribuir para o ensino de L2 e para os campos da Aquisição de Segunda Língua e da Linguística da Enunciação. / This work aims at proposing enunciative principles to study of second language acquisition in in a formal educational setting. In order to achieve that, in first place, we present a study about different approaches which deal with second language acquisition in search of an enunciative point of view. Based on this research, we observed the lack of such approach on studies in Second Language Acquisition. In second place, we present a conception of language derived from the reading of Émile Benveniste’s enunciative theory (1966/2005; 1974/2006).Based on this, second language acquisition is considered as a “phénomène général de l’énonciation” (BENVENISTE, op.cit.). In third place, with the support of the study developed by Silva (2007; 2009), we present principles for an enunciative approach in second language acquisition, which operates according to the enunciative structure (je – tu – il) – IL. This structure contains: the speaker-L2 learner (“je”), the interlocutor-teacher (“tu”), the references (“il”) produced by “je” and “tu”, all of which are included in culture (“IL”). By proposing the principles, we intend to contribute to second language teaching and to the fields of Second Language Acquisition and Linguistique de l’Énonciation.

[pt] O presente trabalho tem como objetivo principal a geração de entendimentos sobre o(s) papel(eis) desempenhado(s) pelas emoções – ou, mais precisamente, pelas experiências emotivas - no processo de aprendizagem de língua inglesa, tendo como plataforma analítica a construção discursiva dessas experiências afetivas no solo da prática interacional. Visando subsidiar tal investigação, teço um diálogo entre a Psicologia de inclinação sócio-histórica (VYGOTSKY, 1994; AVERILL, 1985), a Psicologia Discursiva (WETHERELL, 1998) e a Linguística Aplicada (MOITA LOPES, 2006). Como ferramental de análise do corpus investigado, articulo o instrumental teórico-analítico da Linguística Sistêmico-Funcional (HALLIDAY, 1994) em seu diálogo com o Sistema de Avaliatividade (MARTIN; WHITE, 2005) com o modelo estruturante das narrativas proposto por Labov (1972). No que tange aos expedientes teórico-metodológicos que balizam esta pesquisa, me ancoro em uma visão (inter-)subjetivista e dialógica do processo de construção de conhecimento, sistematizada teoricamente no edifício da Epistemologia Qualitativa (GONZALEZ-REY, 1997). Foram realizadas três entrevistas em formato semiestruturado, cujo eixo temático centrava-se nas experiências dos participantes com a língua inglesa. As análises desses dados sugerem que, tal qual a inter-relação entre afeto e experiência preconizada por Vygotsky (2001), os expedientes avaliativos que saturam os excertos discursivos observados orientam o processo de construção discursiva das experiências emocionais, instituindo os balizamentos sobre os quais as narrativas iluminadas são erigidas. / [en] The main objective of this work is to generate understandings about the role(s) played by the emotion(s) - or, more precisely, by emotional experiences - in the process of teaching/learning English, taking the discursive construction of these affective experiences grounded on the interactional practice as an analytical platform. To support this investigation, in this research, a theoretical dialogue between Discursive Psychology (WETHERELL, 1998), Sociohistorical Psychology (VYGOTSKY, 1994; AVERILL, 1985) and Applied Linguistics (MOITA LOPES, 2006) is crafted. As a tool for analysis of the corpus here investigated, the theoretical and analytical framework of the Systemic-Functional Linguistics (HALLIDAY, 1994), in dialogue with the Appraisal System (MARTIN; WHITE, 2005), is articulated with the structural narrative model (LABOV, 1972). Regarding its theoretical and methodological aspects, this research is grounded on a (inter-)subjectivist and dialogical view of the process of knowledge construction, theoretically systematized in the Qualitative Epistemology (GONZÁLEZ-REY, 1997). Three semi-structured interviews have been conducted, having as a thematic axis the participants experiences with the English language. Analyses of data suggest that, as well as the interrelationship between affect and experience preconized by Vygotsky (2001), the evaluative aspects of the discursive fragments guide the process of the discursive construction of the emotional experiences, setting the basis for the construction of the highlighted narratives.

Esta dissertação tem por objetivo propor princípios enunciativos para o tratamento da aquisição de segunda língua (L2) em contexto escolar. Para isso, realizou-se, em primeiro lugar, um estudo acerca de diferentes perspectivas teóricas que abordam o fenômeno de aquisição de L2 em busca de um ponto de vista enunciativo. A partir dessa pesquisa, observou-se a falta de uma perspectiva enunciativa no campo da Aquisição de Segunda Língua. Em segundo lugar, é apresentada uma concepção de linguagem constituída a partir da leitura da Teoria da Enunciação de Émile Benveniste (1966/2005; 1974/2006). Dessa forma, a aquisição de L2 é vista como um “fenômeno geral da enunciação” (BENVENISTE, op.cit.). Em terceiro lugar, com apoio do estudo de Silva (2007; 2009) são apresentados os princípios para uma abordagem enunciativa na aquisição de L2, a qual funciona na estrutura enunciativa (eu – tu – ele) – ELE. Essa estrutura comporta o locutor-aluno de L2 (“eu”), o alocutário - professor (“tu”), as referências (“ele”) produzidas por “eu” e “tu”, todos inscritos na cultura (“ELE”). Com a formulação dos princípios, pretende-se contribuir para o ensino de L2 e para os campos da Aquisição de Segunda Língua e da Linguística da Enunciação. / This work aims at proposing enunciative principles to study of second language acquisition in in a formal educational setting. In order to achieve that, in first place, we present a study about different approaches which deal with second language acquisition in search of an enunciative point of view. Based on this research, we observed the lack of such approach on studies in Second Language Acquisition. In second place, we present a conception of language derived from the reading of Émile Benveniste’s enunciative theory (1966/2005; 1974/2006).Based on this, second language acquisition is considered as a “phénomène général de l’énonciation” (BENVENISTE, op.cit.). In third place, with the support of the study developed by Silva (2007; 2009), we present principles for an enunciative approach in second language acquisition, which operates according to the enunciative structure (je – tu – il) – IL. This structure contains: the speaker-L2 learner (“je”), the interlocutor-teacher (“tu”), the references (“il”) produced by “je” and “tu”, all of which are included in culture (“IL”). By proposing the principles, we intend to contribute to second language teaching and to the fields of Second Language Acquisition and Linguistique de l’Énonciation.

Esta dissertação tem por objetivo propor princípios enunciativos para o tratamento da aquisição de segunda língua (L2) em contexto escolar. Para isso, realizou-se, em primeiro lugar, um estudo acerca de diferentes perspectivas teóricas que abordam o fenômeno de aquisição de L2 em busca de um ponto de vista enunciativo. A partir dessa pesquisa, observou-se a falta de uma perspectiva enunciativa no campo da Aquisição de Segunda Língua. Em segundo lugar, é apresentada uma concepção de linguagem constituída a partir da leitura da Teoria da Enunciação de Émile Benveniste (1966/2005; 1974/2006). Dessa forma, a aquisição de L2 é vista como um “fenômeno geral da enunciação” (BENVENISTE, op.cit.). Em terceiro lugar, com apoio do estudo de Silva (2007; 2009) são apresentados os princípios para uma abordagem enunciativa na aquisição de L2, a qual funciona na estrutura enunciativa (eu – tu – ele) – ELE. Essa estrutura comporta o locutor-aluno de L2 (“eu”), o alocutário - professor (“tu”), as referências (“ele”) produzidas por “eu” e “tu”, todos inscritos na cultura (“ELE”). Com a formulação dos princípios, pretende-se contribuir para o ensino de L2 e para os campos da Aquisição de Segunda Língua e da Linguística da Enunciação. / This work aims at proposing enunciative principles to study of second language acquisition in in a formal educational setting. In order to achieve that, in first place, we present a study about different approaches which deal with second language acquisition in search of an enunciative point of view. Based on this research, we observed the lack of such approach on studies in Second Language Acquisition. In second place, we present a conception of language derived from the reading of Émile Benveniste’s enunciative theory (1966/2005; 1974/2006).Based on this, second language acquisition is considered as a “phénomène général de l’énonciation” (BENVENISTE, op.cit.). In third place, with the support of the study developed by Silva (2007; 2009), we present principles for an enunciative approach in second language acquisition, which operates according to the enunciative structure (je – tu – il) – IL. This structure contains: the speaker-L2 learner (“je”), the interlocutor-teacher (“tu”), the references (“il”) produced by “je” and “tu”, all of which are included in culture (“IL”). By proposing the principles, we intend to contribute to second language teaching and to the fields of Second Language Acquisition and Linguistique de l’Énonciation.

This study investigates how different educational activities affect students’ motivation and how teachers can induce students’ motivation to learn English as a second language (ESL) in Swedish lower secondary schools. Data was gathered through a questionnaire and analyzed through a sociocultural perspective. In the questionnaire, which was handed out to students in ages 13 to 15 at three different schools, the participants had to indicate if they become motivated or unmotivated by certain activities or if the activities do not have any impact on their motivation. The results indicate that the activities which most students become motivated by are likely to also be encountered outside school. These are activities such as watching a film, playing Monopoly, listening to a song, chatting online, playing a computer game or video game, or having a conversation with a close friend. In contrast, the activities which most students become unmotivated by are task- or fact-oriented activities which are likely to be encountered inside school or in work-related situations in their future adult life, such as holding a presentation, writing news articles, doing work-sheets and reading word lists with grammar exercises and glossary, or participating in job interviews. The results also show that students in Swedish lower secondary schools have positive attitudes towards ESL learning in general and that there are many similarities between the different schools regarding what students find motivating and non-motivating. Thus, the results do not encourage eliminating certain educational activities from the learning process. However, in order to induce students’ motivation for ESL learning, teachers could increase the use of activities that many of their students find motivating and decrease the use of activities that many of their students find non-motivating.

abstract: Computer assisted language learning (CALL) has become increasingly common as a means of helping learners develop essential skills in a second or foreign language. However, while many CALL programs claim to be based on principles of second language acquisition (SLA) theory and research, evaluation of design and learning outcomes at the level of individual CALL exercises is lacking in the existing literature. The following proposed study will explore the design of computer-based vocabulary matching exercises using both written text and images and the effects of various design manipulations on learning outcomes. The study will use eye-tracking to investigate what users attend to on screen as they work through a series of exercises with different configurations of written words and images. It will ask whether manipulation of text and image features and combinations can have an effect on learners’ attention to the various elements, and if so, whether differences in levels of attention results in higher or lower scores for measures of learning. Specifically, eye-tracking data will be compared to post-test scores for recall and recognition of target vocabulary items to look for a correlation between levels of attention to written forms in-task and post-test gains in scores for vocabulary learning. / Dissertation/Thesis / Masters Thesis English 2019

This essay explores the ways colonial short stories by Rudyard Kipling can be used in many different aspects of language teaching in upper secondary school.The analysis takes inspiration from Edward Said’s Orientalism, where he discusses and argues for the prevalence of the phenomenon of Orientalism in the zeitgeist of Western society during the age of European occupation and colonization. Additionally, the essay aims at showing the value of using the selected short stories as a means of teaching students a certain vocabulary that is necessary for identifying how Kipling’s portrayal of the Indian population frames them as vastly different from their British colonizers. Lastly, the essay suggests how teachers can use these attitudes and descriptions as valuable material for facilitating the inculcation of those democratic values that Skolverket expects schools to advocate.The analysis reveals several of the attitudes that Said highlighted, such as depictions that both implicitly and explicitly portray the Indian population as backward, uncivilized, and nonconforming to the values and attitudes that were ascribed to the colonizers at the time. There is also a large degree of an alleged racial, cultural, and religious superiority present in the stories. These attitudes could be employed as a basis for promoting discussions surrounding democratic values. The analysis also includes methods for explicit vocabulary development, suggesting how teachers can apply these to enable successful learning and development of new words and their connotations. Certain selected words are discussed thoroughly, since they display useful information regarding the portrayal of the Indian population, and some are discussed briefly to aid certain arguments.

The Swedish society is becoming more and more multicultural. This means that the classrooms today consist of students from various backgrounds and cultures. According to the Swedish curriculum for primary school, it should be a social and cultural meeting place for children from various backgrounds and cultures, so that they can learn to live together in harmony through their education. Many researchers around the world come to the conclusion that children’s literature can be used to teach topics such as culture and cultural awareness and to create intercultural learning. Despite this agreement, however, children’s literature is not frequently used in the English classroom in grades 4-6 in Sweden. The purpose of this study is to examine how English children’s literature can be used in grades 4-6 to teach the ethical values reflected in the Swedish curriculum, especially those that concern integration. I will look at selection criteria for children’s literature with the purpose to teach some of the ethical values from the Swedish curriculum in the second-language classroom. Two primary sources serve as examples: Anthony Browne, Voices in the park, and Patricia Polacco, Chicken Sunday. Through a final discussion of methods, such as Aidan Chambers’ book talk, I show how these books may indeed be used to integrate teaching of the fundamental values with English as a school subject.

This study investigated the factors affecting the teaching of English reading skills in a second language of Grade 3 learners in three primary schools, in Ongwediva town of Oshana Regional Education Directorate in Northern Namibia. It also investigated methods and approaches that were used to promote the teaching of reading in English as a second language and the linguistic environment of the classroom in which the teaching of reading occurs. Classroom environments were observed and telephonic interview was conducted with the circuit inspector of the three schools selected. Individual interviews were also done with the principals, Grade 3 teachers and Grade 3 learners of the three chosen schools. Focus group interview was also done with the same Grade 3 teachers. This study found out that insufficient reading books, poor teaching methods, insufficient teachers’ and learners’ interactions and overcrowded classrooms were some of the factors that made the teaching of reading unsuccessful. From the interviews of the circuit inspector, principals and teachers it was revealed that inadequate teacher training workshops for teachers teaching English reading, lack of parental involvement, low budget allocation to Primary Education and lack of reading capacity in vernacular affected the teaching of reading negatively. The outcome of learners’ interviews indicated that phonemic awareness and lack of comprehension created reading problems. Given the factors referred above, it is recommended that more interesting readers should be purchased to solve the shortage of reading materials. In addition, more effective teachers’ workshops should be given to strengthen the teachers’ approaches to reading skills development for Grade 3 learners. / M. Ed. (with specialisation in Early Childhood Development) / Educational Studies

The primary aim ·of this investigation was to determine the influence of English second language instruction and English proficiency on the performance of Zulu children at Indian schools. A study into first and second language acquisition was undertaken, including the theories of second language acquisition. The empirical investigation entailed the collection of data through questionnaires. The null hypotheses were then tested using the chi-square test. The research results show that the academic performance of Black children at Indian schools is influenced by English second language instruction and English proficiency.. It is also evident that early exposure to the English language has a tremendous influence on their performance. Black children transferred from a mother tongue medium school to an English medium school, during the junior primary phase, are found to be at a disadvantage compared to their English-speaking peers due to limited proficiency in the language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)