This thesis aims to contribute to the improvement of the paraphrasing competence, or the ability to produce synonymous sentences, of advanced learners of French as a second language (L2). While possessing solid grammatical skills, advanced learners still produce lexical and stylistic errors and experience difficulties in reformulating their discourse. Paraphrasing competence is crucial for a language learner since it helps him to present an idea more clearly or circumvent a lexical gap, while allowing the learner to express the same meaning in multiple ways. The theoretical framework adopted is Meaning-Text lin-guistic theory (MTT), that attaches a great deal of importance to the description of lexical and paraphrastic relations and uses well-developped formal tools for the modeling of these relations. The thesis has two objectives. The first consists in elaborating a methodology for evalua-ting the paraphrasing competence of a speaker. The notion of paraphrasing competence is defined, and a test assessing the ability to paraphrase is created and administered to An-glophone learners of French and native speakers. Quantitative and qualitative criteria to establish four levels of paraphrasing competence – elementary, intermediate, advanced and superior - are identified. Characteristics of advanced learners’ paraphrasing competence are described. While pro-ducing all types of paraphrases, the L2 learner uses less lexico-syntactic paraphrasing operations, such as synonymic, antonymic or derivative substitutions. His paraphrasing means are less diverse than those of a native speaker. He also produces a high number of paraphrases with lexical and syntactic errors. The second objective of the thesis is to propose a didactic method of teaching paraphrase, taking into consideration the challenges that paraphrasing poses for L2 learners, identified by means of the paraphrasing test. Concepts of the Meaning-Text Theory are presented in a user-friendly format so that the theoretical linguistic knowledge becomes more accessible to L2 learners. A structured and explicit teaching approach is adopted, based on: (i) a selection of key concepts pertaining to the paraphrase and their definitions ; (ii) a selection of MTT paraphrasing rules and their explanation; (iii) paraphrasing exercices.The advocated pedagogical approach may serve as a reference tool for paraphrase didactics in French.

L’objectif principal du présent travail de recherche est d’établir un lien entre les proverbes (refranes) du Quichotte et l’enseignement de l’espagnol comme langue étrangère (ELE). En premier lieu, afin de mieux définir l’utilisation des parémies à travers les siècles, nous observons leur origine en lien avec l’oralité et la culture écrite, liée avec la Bible. De plus, nous considérons nécessaire de définir de manière claire les termes utilisés en parémiologie, tels que la parémie, le refrán espagnol et le proverbe. Cette précision terminologique est importante dans le processus d’apprentissage d’une nouvelle langue, par exemple afin de ne pas faire de fausses associations entre la langue maternelle et la langue apprise. La définition du refrán suit une matrice de traits essentiels ou optionnels. De plus, afin d’actualiser ces notions, nous présentons l’espace qu’occupent les proverbes ou les refranes de nos jours. Face au manque d’études sur l’utilisation des proverbes au Québec, nous avons réalisé un sondage parmi les étudiants québécois de cégeps afin d’observer leur opinion et son emploi. En ce qui a lieu à la relation directe entre les proverbes et l’enseignement de l’espagnol, nous remarquons que ce type d’énoncé n’est pas introduit en profondeur dans les documents officiels, tels que le Cadre européen commun de référence (2002), le Plan curricular del Instituto Cervantes (2005) et le Espagnol, langue tierce du Ministère de l’éducation, du loisir et du sport de Québec (MELS). Cette présence peu active est soulignée par le peu d’importance qui leur est attribuée dans les manuels d’enseignement. L’inclusion de la littérature en enseignement d’ELE, comme force didactique, a été généralement peu considérée. Le corpus de notre recherche, sélectionné du roman de Don Quichotte de la Manche, nous est utile pour connaître le lien entre les refranes, la littérature et ELE, présentant les proverbes comme un type de littérature en soi, grâce à un éventail d’activités, avec l’objectif qu’elles soient reconsidérées à sa juste valeur, dès les premiers niveaux d’enseignement. Mots-clés: Enseignement de l’espagnol comme langue étrangère (ELE), Littérature, Don Quichotte, proverbes (le refrán espagnol), activités / The main purpose of the present investigation is to establish a link between proverbs of the Quixote and Spanish second language teaching. First, to define better the use of paremias through centuries, we observe its origin in relation with its oral aspects and the written culture, linked with the Bible. Moreover, we consider necessary to define clearly the different terms used in paremiology, just as paremia, the Spanish refrán and the proverb. This terminological clarification is important in the learning process of a new language, for example to help not doing false associations between maternal and learned language. The proposed definition of the refrán is based on a matrix of features essential or optional. Moreover, to actualize these notions, we present the space occupied by proverbs nowadays. Facing the lack of investigations about the use of proverbs in Quebec, we realized a survey with Quebec students from cégeps so to know their opinion and use. About the relation between proverbs and Spanish stranger language teaching, we observe that those types of sentences are not introduced deeply in official documents, like the Marco común europeo de referencia (2002), the Plan curricular del Instituto Cervantes (2005) and the Español, lengua tercera del Ministère de l’éducation, du loisir et du sport de Quebec (MELS). This presence not very active is noted by the little importance given to them in Spanish manuals. The inclusion of literature in Spanish second language teaching, as a didactic potential, has been generally little considered. The corpus of our investigation, selected from Don Quixote novel, serves us to know the link between proverbs, literature and Spanish second language teaching, presenting the proverbs as a literature genre, thanks to the range of activities, with the objective that they may be reconsidered according to their valor, since the first levels of teaching. Key Words: Spanish Second Language Teaching, Literature, the Quixote, Proverbs (the Spanish refrán), Activities / El objetivo principal de la presente investigación es establecer un vínculo entre los refranes del Quijote y la enseñanza del español como lengua extranjera (ELE). En primer lugar, para definir mejor el uso de las paremias a través de los siglos, observamos su origen en relación con la oralidad y la cultura escrita, ligada con la Biblia. Además, consideramos necesario definir de manera clara los diferentes términos usados en la paremiología, como la paremia, el refrán y el proverbio. Esta precisión terminológica es importante en el proceso de aprendizaje de una nueva lengua, por ejemplo para no hacer falsas asociaciones entre la lengua materna y la lengua aprendida. La definición del refrán propuesta sigue una matriz de rasgos esenciales u opcionales. Además, para actualizar estas nociones, presentamos el espacio que ocupan los refranes hoy en día. Ante la falta de investigaciones sobre el uso de los refranes en Quebec, hemos realizado una encuesta entre estudiantes quebequenses de cégep, para conocer su opinión y su uso. Por lo que respecta a la relación entre los refranes y la enseñanza de ELE, observamos que este tipo de enunciados no están introducidos de una manera profunda en los documentos oficiales, como el Marco común europeo de referencia (2002), el Plan curricular del Instituto Cervantes (2005) y el Español, lengua tercera del Ministère de l’éducation, du loisir et du sport de Quebec (MELS). Esta presencia poco activa es subrayada por la escasa importancia que se les atribuye en los manuales de ELE. La inclusión de la literatura en la enseñanza de ELE, como potencial didáctico, ha sido generalmente poco considerada. El corpus de nuestra investigación, seleccionado de la novela Don Quijote de la Mancha, nos sirve para conocer el vínculo entre los refranes, la literatura y ELE, presentando los refranes como un tipo de literatura en sí, gracias al abanico de actividades, con el objetivo de que sean reconsiderados de acuerdo con su valor, desde los primeros niveles de enseñanza. Palabras clave: Enseñanza del español lengua extranjera (ELE), Literatura, El Quijote, refranes, actividades

Experiences of teachers in SFI, Swedish for (adult) Immigrants, indicate that during their schooling earlier in life, SFI students have developed skills, abilities, values, ideas and expectations about teaching and learning that differ somewhat from the prevailing communicative oriented theory of second language teaching which is emphasized in SFI. In the thesis these aspects are referred to as different school cultural frames of reference. The aim of the thesis is to generate knowledge about SFI-students’ school cultural frames of reference of relevance for SFI teaching. The considerable number of immigrants from Iraqi Kurdistan during the 1990s has led to an empirical focus related to this geographical area. From a critical perspective, in some respects a research interest of this kind can be seen as contributing to a division between ‘us’ and ‘them’, in a wider sense a part of exclusion and a maintenance of the segregated Swedish society. In a special section is given an account of this research ethic question, together with arguments from intercultural pedagogy that support a focus on school cultural frames of reference. The theoretical platform for the thesis is sociocultural theory. The concepts of social representations, pedagogical code, classification, framing, power distance, diaspora and distinctions of knowledge also are used. The thesis is based on two data materials. The first consists of data from interviews and talks with students and teachers in SFI, all from Iraqi Kurdistan. The second consists of data gathered through observations, classroom observations, interviews and talks during two visits in the KDP-administrated region of Iraqi Kurdistan, each visit being for a period of about one month. This data material also includes text materials, mainly textbooks in EFL for grade five and six, and course books about EFL teaching used in teacher education. The thesis illuminates several aspects that provide an understanding as to why SFI students from Iraqi Kurdistan can have certain abilities, values, ideas and expectations about teaching, learning materials, learning, teacher and student roles that differ from the communicative oriented second language teaching emphasized in SFI. However, results from the study also underline the importance of a ‘weak’ use of this understanding in a SFI teaching context.

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)

Esta pesquisa, por meio da análise de um livro didático de língua inglesa, propõe o diálogo entre o campo de ensino-aprendizagem de língua inglesa e a perspectiva enunciativa de linguagem de Émile Benveniste. O estudo procura comprovar a hipótese de que há livros didáticos em língua inglesa que apresentam atividades que envolvem interlocuções possíveis de serem abordadas em sala de aula por uma perspectiva enunciativa da linguagem. Com o diálogo entre os estudos linguísticos de Émile Benveniste – reflexões sobre linguagem, língua, enunciação e discurso, presentes em textos pertencentes aos Problemas de linguística geral I e Problemas de linguística geral II – e os estudos voltados à aquisição de segunda língua, tornou-se possível operar deslocamentos, que resultaram em um novo conhecimento sobre essa relação enunciação e ensino-aprendizagem de segunda língua, com a consideração dos seguintes aspectos: a) a intersubjetividade na linguagem; b) a situação de discurso e a atribuição de referência; c) a relação forma-sentido; d) os valores culturais impressos no discurso. Tais aspectos, tratados teoricamente nos dois primeiros capítulos, foram norteadores da metodologia no terceiro capítulo e da análise no quarto capítulo. Na análise, foram selecionados quatro grupos de atividades do livro didático de língua inglesa Alive! 8, obra distribuída para a rede pública de ensino por intermédio do Plano Nacional do Livro Didático no ano de 2017. Observou-se que as atividades analisadas: a) apresentam marcas de intersubjetividade, visto que o livro didático prevê que a comunicação intersubjetiva se concretize em sala de aula; b) atuam como provocadoras de referência e permitem que o locutor-aluno atribua essas referências pelo discurso; c) consideram forma e sentido como instâncias interdependentes, permitindo aos locutores-alunos que eles compreendam e reconheçam as unidades da língua inglesa em sala de aula como integradas umas às outras; d) abordam questões relacionadas a costumes e valores das duas línguas envolvidos no processo de aprendizagem da segunda língua. Todavia, foi possível verificar que algumas das atividades analisadas necessitam ter seu escopo ampliado no contexto de sala de aula de língua inglesa. Dessa forma, a pesquisa aponta, na conclusão, que o professor é o responsável por garantir que as atividades presentes no livro didático possam ser abordadas por uma perspectiva enunciativa da linguagem, trazendo contribuições ao processo de aprendizagem de inglês como segunda língua. / This research, through the analysis of an English textbook, proposes the dialogue between the field of teaching and learning of English and Émile Benveniste’s enunciative perspective of language. The study aims to prove the hypothesis that there are textbooks in English that present activities that involve possible dialogues to be addressed in the classroom through an enunciative perspective of the language. With the dialogue between Émile Benveniste's linguistic studies – reflections about language, utterance and discourse present in the texts belonging to Problems of general linguistics I and Problems of general linguistics II – and studies on second language acquisition, it became possible to operate displacements, which resulted in a new knowledge about this relation between enunciation and second language teaching and learning, considering the following aspects: a) the intersubjectivity in language; b) the situation of discourse and reference attribution; c) the form-meaning relationship; d) the cultural values printed in the discourse. These aspects were considered theoretically in the first two chapters, and they guided the methodology in the third chapter and the analysis in the fourth chapter. In the analysis, four groups of activities were selected from the English textbook Alive! 8, a book distributed to the public school system through the National Program of Textbook in 2017. It was observed that the analyzed activities: a) present marks of intersubjectivity, since the textbook predicts that intersubjective communication is materialized in the classroom; b) act as reference provocateurs and allow the student to assign these references through discourse; c) consider form and meaning as interdependent instances, allowing students to understand and recognize the units of language in the classroom as integrated to each other; d) address issues related to customs and values of the two languages involved in the process of learning the second language. However, it was possible to verify that some of the analyzed activities need to have their scope expanded in the context of English classroom. In this way, the research indicates, in the conclusion, that the teacher is responsible for ensuring that the activities in the textbook can be approached by an enunciative perspective of language, bringing contributions to the process of learning English as a second language.

Esta pesquisa, por meio da análise de um livro didático de língua inglesa, propõe o diálogo entre o campo de ensino-aprendizagem de língua inglesa e a perspectiva enunciativa de linguagem de Émile Benveniste. O estudo procura comprovar a hipótese de que há livros didáticos em língua inglesa que apresentam atividades que envolvem interlocuções possíveis de serem abordadas em sala de aula por uma perspectiva enunciativa da linguagem. Com o diálogo entre os estudos linguísticos de Émile Benveniste – reflexões sobre linguagem, língua, enunciação e discurso, presentes em textos pertencentes aos Problemas de linguística geral I e Problemas de linguística geral II – e os estudos voltados à aquisição de segunda língua, tornou-se possível operar deslocamentos, que resultaram em um novo conhecimento sobre essa relação enunciação e ensino-aprendizagem de segunda língua, com a consideração dos seguintes aspectos: a) a intersubjetividade na linguagem; b) a situação de discurso e a atribuição de referência; c) a relação forma-sentido; d) os valores culturais impressos no discurso. Tais aspectos, tratados teoricamente nos dois primeiros capítulos, foram norteadores da metodologia no terceiro capítulo e da análise no quarto capítulo. Na análise, foram selecionados quatro grupos de atividades do livro didático de língua inglesa Alive! 8, obra distribuída para a rede pública de ensino por intermédio do Plano Nacional do Livro Didático no ano de 2017. Observou-se que as atividades analisadas: a) apresentam marcas de intersubjetividade, visto que o livro didático prevê que a comunicação intersubjetiva se concretize em sala de aula; b) atuam como provocadoras de referência e permitem que o locutor-aluno atribua essas referências pelo discurso; c) consideram forma e sentido como instâncias interdependentes, permitindo aos locutores-alunos que eles compreendam e reconheçam as unidades da língua inglesa em sala de aula como integradas umas às outras; d) abordam questões relacionadas a costumes e valores das duas línguas envolvidos no processo de aprendizagem da segunda língua. Todavia, foi possível verificar que algumas das atividades analisadas necessitam ter seu escopo ampliado no contexto de sala de aula de língua inglesa. Dessa forma, a pesquisa aponta, na conclusão, que o professor é o responsável por garantir que as atividades presentes no livro didático possam ser abordadas por uma perspectiva enunciativa da linguagem, trazendo contribuições ao processo de aprendizagem de inglês como segunda língua. / This research, through the analysis of an English textbook, proposes the dialogue between the field of teaching and learning of English and Émile Benveniste’s enunciative perspective of language. The study aims to prove the hypothesis that there are textbooks in English that present activities that involve possible dialogues to be addressed in the classroom through an enunciative perspective of the language. With the dialogue between Émile Benveniste's linguistic studies – reflections about language, utterance and discourse present in the texts belonging to Problems of general linguistics I and Problems of general linguistics II – and studies on second language acquisition, it became possible to operate displacements, which resulted in a new knowledge about this relation between enunciation and second language teaching and learning, considering the following aspects: a) the intersubjectivity in language; b) the situation of discourse and reference attribution; c) the form-meaning relationship; d) the cultural values printed in the discourse. These aspects were considered theoretically in the first two chapters, and they guided the methodology in the third chapter and the analysis in the fourth chapter. In the analysis, four groups of activities were selected from the English textbook Alive! 8, a book distributed to the public school system through the National Program of Textbook in 2017. It was observed that the analyzed activities: a) present marks of intersubjectivity, since the textbook predicts that intersubjective communication is materialized in the classroom; b) act as reference provocateurs and allow the student to assign these references through discourse; c) consider form and meaning as interdependent instances, allowing students to understand and recognize the units of language in the classroom as integrated to each other; d) address issues related to customs and values of the two languages involved in the process of learning the second language. However, it was possible to verify that some of the analyzed activities need to have their scope expanded in the context of English classroom. In this way, the research indicates, in the conclusion, that the teacher is responsible for ensuring that the activities in the textbook can be approached by an enunciative perspective of language, bringing contributions to the process of learning English as a second language.

A presente pesquisa consiste em um estudo voltado para a melhoria do ensino de língua de sinais brasileira (LSB ou LIBRAS) como segunda língua para alunos ouvintes. Empregando os procedimentos da história oral, foram realizadas entrevistas com professores surdos que, uma vez coletadas, receberam dois tratamentos diferenciados: em primeiro lugar, um tratamento formal, que pudesse resultar em histórias de vida a serem lidas pelo público-alvo da pesquisa pelo seu valor intrínseco; e, em segundo lugar, um tratamento analítico, que pudesse resultar numa análise das concepções de ensino que estão por trás da prática dos professores surdos. No primeiro caso, as entrevistas passaram por um processo de tradução da LSB falada para o português escrito, bem como por uma espécie de “romanceamento” dessa tradução. No segundo caso, as entrevistas foram submetidas a uma análise que visou a identificar e discutir as implicações sociais, políticas e acadêmicas do sistema de conhecimentos, crenças e suposições que os professores surdos carregam sobre o ensino da LSB. Espera-se que, com esses dois focos diferenciados, os frutos deste trabalho possam ser aproveitados como fonte de reflexão tanto pelos profissionais surdos e ouvintes que atuam no campo de ensino da LSB como segunda língua, quanto pela sociedade em geral, que poderá encontrar aqui uma ponte de contato com a experiência de vida surda. / This research is a study focused on the improvement of the teaching of Brazilian Sign Language (LSB or LIBRAS) as a second language for hearing students. Using oral history procedures, interviews were carried out with deaf teachers that, once collected, were approached in two different ways: first, they received a formal treatment which results in life histories to be read by the target audience of this research for their intrinsic value; and, second, they received an analytic treatment which results in an analysis of the concepts of teaching that underlie the deaf teachers' actual practices. In the case of the life histories, the researcher submitted the interviews to a process of translation from spoken LSB to written portuguese, as well as to a process of “novelization” of that translation. In the case of the analysis, the researcher aimed at identifying and discussing the social, political and academic implications of the teachers’ system of beliefs, assumptions and knowledge for the teaching of LSB. It is hoped that through these two distinct focuses, the results of this study may be useful as an object of reflection for deaf and hearing professionals working in the field of teaching LSB as a second language, and also for the general public, which can find in this work a bridge to the life experiences of the deaf.

The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student. I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation. My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.

This Diploma thesis deals with the project teaching and with the options of implementation of this method into second language teaching in the first level of elementary schools. Theoretical part of the thesis focuses on history, characteristics, classification, phases, advantages and disadvantages of the project teaching. In the second part, the thesis is based on a five-hour long project called "Berlin entdecken" created by the author and realized in the fifth year of elementary school with the extended second language teaching specialization. The thesis aims to find out students' attitude towards the project teaching. Also, based on a case study, it tries to find out whether the integration of this teaching method is applicable to teaching process among students with different education expectations. The research draws on both quantitative and qualitative methods (i.e. questionnaire, observation, and structured interview). Based on the carried out research, the thesis find out that the project teaching is an appropriate method for second language teaching in the first level of elementary schools. Similarly to other methods, however, the project teaching also has its constraints which need to be taken into consideration. KEYWORDS hands-on teaching perspective, project teaching, second language...