Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-20T16:20:09Z No. of bitstreams: 1 Cléia Maria Lima Azevedo.pdf: 1478132 bytes, checksum: 28c725270a83fedf373ac6e4a206f039 (MD5) / Made available in DSpace on 2015-07-20T16:20:09Z (GMT). No. of bitstreams: 1 Cléia Maria Lima Azevedo.pdf: 1478132 bytes, checksum: 28c725270a83fedf373ac6e4a206f039 (MD5) Previous issue date: 2015-04-20 / UEMA - Universidade Estadual do Maranhão / Esta pesquisa possibilita uma reflexão sobre formação e atuação profissional, a partir das vozes das professoras alfabetizadoras, usuárias da língua materna, com conhecimento específico e particularidades próprias do trabalho pedagógico. Nesta perspectiva, coloca-se o objetivo de analisar concepções sobre práticas alfabetizadoras dessas egressas do curso de Pedagogia, tendo em vista suas concepções de leitura e escrita e suas vivências como produtoras e usuárias da língua materna, considerando também o processo de formação docente. Neste cenário, busca-se compreender o jogo social entre o que tem influenciado teoricamente e produzido a sua prática pedagógica de alfabetizadoras. Participam do estudo cinco professoras alfabetizadoras, em exercício de sua docência no ciclo de alfabetização, e duas professoras formadoras, pertencentes ao grupo de coordenadores do PNAIC da Secretaria de Educação do município, todas egressas do curso de Pedagogia de uma universidade estadual da região Nordeste do Brasil. O estudo é de cunho qualitativo, tendo como ponto de partida as entrevistas com as docentes envolvidas na pesquisa, além da sistematização de encontros de grupo dialogal que versavam sobre leitura, escrita, alfabetização e formação docente. Os alicerces teóricos da investigação apoiam-se em Bakhtin (2003, 2006), Faraco (2009, 2010, 2012), Kleiman (2004, 2005, 2007), Morato (2004) Soares (2005, 2010, 2013), Rego (1995), Vygotsky (1996, 1998), dentre outros. Entre as constatações do estudo destaca-se que língua, linguagem, alfabetização e letramento são conceitos produzidos na forma particular como as alfabetizadoras interagem com o fazer docente, considerando suas vivências como usuárias de língua materna constituída no curso de suas histórias de escolarização. Neste percurso, concebem a língua como objeto e meio para alcançar o conhecimento. / This survey provides a reflection on training and professional practice, from the voices of literacy teachers, users of the mother tongue, with specific knowledge and particularities of pedagogical work. In this perspective, place to analyze conceptions of literacy teachers practices of these graduates of the Faculty of Education with a view to their conceptions of reading and writing and their experiences as producers and users of the mother tongue, also considering the teacher training process. In this scenario, we are trying to understand the social game between what has influenced theory and produced their practice of literacy teachers. Participate in the study five literacy teachers, exercising their teaching in the literacy cycle, and two forming teachers, belonging to PNAIC, coordinators group of municipality's Department of Education, all graduates of the Faculty of Education of a state university in the northeast of Brazil. The study is a qualitative approach, taking as starting point the interviews the teachers involved in research, in addition to the systematization of dialogical group meetings that focused on reading, writing, literacy and teacher training. The theoretical foundations of research support in Bakhtin (2003, 2006), Faraco (2009, 2010, 2012), Kleiman (2004, 2005, 2007), Morato (2004) Soares (2005, 2010, 2013), Rego (1995 ), Vygotsky (1996, 1998), among others. Among the study's findings highlight the language, language, literacy and literacy concepts are produced in particular how literacy teachers interact with the teacher do, considering her experiences as a mother tongue of users made in the course of their schooling stories. In this course, conceive of language as an object and means to knowledge.

Orientador: Prof. Dr. Francisco J. Fraga / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Engenharia da Informação, 2014. / Most speaker verifcation systems are based on Gaussian mixture models and more recently on the so-called i-vector. These two methods are affected in mismatched testtrain conditions, which might be caused by vocal-efort variability, different speakingstyles or channel efects. In this work, we compared the impact of speech rate variation and room reverberation on both methods. We found that performance degradation due to variation on speech rate can be mitigated by adding fast speech samples into the training set, which decreased equal error rates for Gaussian mixture models and i-vector, respectively. Regarding reverberation, we investigated the achievements of both methods when three diferent reverberation compensation techniques are applied in order to overcome performance degradation. The results showed that having reverberant background models separated by diferent levels of reverberation can bene t both methods, with the i-vector providing the best performance in that scenario. Finally, the performance of two auditory-inspired features, mel-frequency cepstral coe ficients and the so-called modulation spectrum features, are compared in presence of room reverberation. For the speaker verifcation system considered in this work, modulation spectrum features are equally afected by reverberation time and have their performance degraded as the level of reverberation increases.

This study investigates the relationship between nonnative English speaker (NNES) proficiency level and native English speaker (NES) level of comfort interacting with NNES. The purpose of this study was to discover at what proficiency level NESs feel comfortable interacting with NNES. This study also looked at how communicative task and NES demographic variables affected the proficiency expectations NNESs have for NESs. Participants included 120 NESs and 7 NNESs. The NESs listened to sound clips from the 7 NNESs and rated how comfortable they would feel (on a scale of 0-10, 10 indicating very comfortable) interacting with the speaker in a variety of communication tasks. Listeners rated intermediate and advanced level speakers significantly higher than the novice speakers. Additionally, there was not a significant difference between mean ratings for the intermediate and advanced speakers. Communication task was revealed as having a significant main effect on task. Listeners rated that they would feel least comfortable communicating with the speakers over the phone while discussing a customer service issue. They also indicated that they would feel least comfortable interacting with the speakers if they were their boss. Listener demographic variables did not have a significant main effect on overall ratings, but were significant for some tasks when task was analyzed individually. Specifically, age and frequency of interaction with NNES had an effect on some tasks; however the reliability of this result is affected by sample size. These results suggest a threshold relationship between NES comfort ratings and speaker proficiency level. Additionally, the data suggests that task may be more important than proficiency level in some interactions. A larger sample is needed to better understand the role NES demographic variables may play in level of comfort during NES and NNES interaction.

Acoustic analysis of animal vocalizations has been widely used to identify the presence of individual species, classify vocalizations, identify individuals, and determine gender. In this work automatic identification of speaker and gender of mice from ultrasonic vocalizations and speaker identification of meerkats from their Close calls is investigated. Feature extraction was implemented using Greenwood Function Cepstral Coefficients (GFCC), designed exclusively for extracting features from animal vocalizations. Mice ultrasonic vocalizations were analyzed using Gaussian Mixture Models (GMM) which yielded an accuracy of 78.3% for speaker identification and 93.2% for gender identification. Meerkat speaker identification with Close calls was implemented using Gaussian Mixture Models (GMM) and Hidden Markov Models (HMM), with an accuracy of 90.8% and 94.4% respectively. The results obtained shows these methods indicate the presence of gender and identity information in vocalizations and support the possibility of robust gender identification and individual identification using bioacoustic data sets.

A la limite entre le Cameroun et le Nigéria, la région du Faro est une zone d’extraordinaire diversité, tant du point de vue des populations que de la topographie. Pas moins de 13 groupes ethnolinguistiques y sont documentés, qui appartiennent à 3 grands ensembles linguistiques et se répartissent dans la plaine et les montagnes. Les données de la linguistique indiquent que les représentants des langues adamaoua seraient présents dans la plaine de la Bénoué et du Faro depuis environ quatre mille ans. Au niveau de l'ethnohistoire, on sait que les habitants des plaines sous soumis à l’autorité des Foulbé depuis deux siècles. Mais au delà de cette période, de nombreuses zones d'ombre demeurent. L’histoire des populations de cette partie du bassin de la Bénoué avant le 19ème siècle semblait donc hors d’atteinte, car la région du Faro restait vierge du point de vue archéologique. Dans ce travail, j’apporte par le biais d'une approche historique et comparative des éléments susceptible d’expliquer, d’une part la complexité qui caractérise le peuplement du Faro et, d’autre part, la façon dont le peuplement de cette région a évolué au cours du dernier millénaire. Il est également question de faire progresser la réflexion méthodologique, en évaluant la façon dont les modèles obtenus par l’archéologie peuvent être confrontés avec ceux qui se basent sur les traditions orales, les éléments de la culture matérielle actuelle et la linguistique. L’étude des traditions orales a permis de classer par ordre chronologique les éléments historiques importants et d’établir une histoire du peuplement durant ces derniers siècles. Elle confirme qu’il est possible de reconnaître des racines remontant au delà du 19ème siècle à la plupart des groupes qui peuplent encore la région aujourd’hui, ainsi que de nombreuses ruptures dans l’histoire du peuplement du Faro. Contrairement aux travaux antérieurs, la plus importante de ces fractures date du début du 19ème siècle, avec l’occupation des conquérants foulbé, qui ont provoqué l’insécurité généralisée, la division de la région en deux et les plus importantes déportations de populations des plaines vers les montagnes refuges. L’approche archéologique a permis d’établir la première séquence chrono-culturelle du Faro au cours du dernier millénaire. Si la présence d’un peuplement ancien dans la plaine était envisagée, l’étude archéologique apporte la preuve que des communautés humaines vivent dans le Faro depuis environ 1000 ans. A partir du 15ème siècle, des modifications surviennent. Celles-ci se manifestent surtout par l’apparition d’une nouvelle poterie ornée au Blepharis sp. Lorsque l’on compare la carte de distribution des sites associés à cette céramique, au trajet suivi par les Bata, qui remontent le cours du Faro en implantant des villages et à l’aire d’extension des langues tchadiques au Faro, il semble plausible que de nouvelles populations occupent la région vers le milieu du dernier millénaire de notre ère. Pour le 19ème siècle bien documenté par les traditions orales, les données archéologiques viennent renforcer l’idée d’une profonde rupture durant cette période. En abordant l’histoire du peuplement du Faro, il était nécessaire d’examiner le concept de l’ethnicité comme il est classiquement employé dans la région. D’une manière générale, l’étude conforte l’idée qu’il est très difficile d’aborder la profondeur historique des identités des groupes actuels. La confrontation entre les faits des cultures vivantes et les résultats archéologiques a permis d’évaluer les potentialités de raisonnements historique et comparatif. On ne peut que constater, dans cet exemple concret, le grand intérêt qu’il y a à fonder la reconstitution du passé sur de multiples sources.

This dissertation presents thirty-two poems and an introduction to the collection. In After My Third Tattoo, the poems’ speaker explores methods with which she perceives and constructs reality. Her exploration is the dramatic situation of each poem and the plot of the collection. The poems’ speaker regards physical objects, recalls experiences, and discovers how these objects and experiences hold psychological significance for her. With the intellectual and emotional associations she makes among objects and experiences, the speaker constructs, repeats and varies image patterns. Through her associations, she perceives overlaps in: the rational and emotional, the earthly and divine, the order imposed on her by society and the order that she builds through her own agency, and her perception and the perceptions of others. Finding agency through meditation and language liberates the speaker from identity-making terms that the lesbian speaker rejects.

In this thesis / general feature selection methods and especially the use of periodicity and aperiodicity information in speaker verification task is searched. A software system is constructed to obtain periodicity and aperiodicity information from speech. Periodicity and aperiodicity information is obtained by using a 16 channel filterbank and analyzing channel outputs frame by frame according to the pitch of that frame. Pitch value of a frame is also found by using periodicity algorithms. Parzen window (kernel density estimation) is used to represent each person&rsquo / s selected phoneme. Constructed method is tested for different phonemes in order to find out its usability in different phonemes. Periodicity features are also used with MFCC features to find out their contribution to speaker identification problem.

The general goal of this dissertation is to highlight the role of discourse pragmatics in the explanation of the use of the indicative and subjunctive moods in Spanish sentential complements. This dissertation examines mood selection in Spanish complements in order to illustrate the shortcomings of the traditional semantic/syntactic approach (Terrell & Hooper (1974), Hooper (1975), P. Klein (1974), Fukushima (1978-79), Bell (1980), and Takagaki (1984)) and to provide within the Information Structure framework (Lambrecht 1994; 2001) a detailed analysis of mood selection in Spanish complement clauses. Considering some existing pragmatic approaches to Spanish mood selection (e.g., Lavandera 1983, Guitart 1991, Mejías-Bikandi 1994, 1998), they are found to be inadequate because they are based on decontextualized sentences. This dissertation considers the context where sentences take place and contributes to our understanding of mood selection in Spanish complements as a formal reflection of the pragmatic properties and relations of the discourse referents that are denoted by noun complements, considering pragmatic notions of presupposition and assertion of propositional referents, their activation, and the pragmatic relations of topic/focus of these referents in the utterances. The notion of pragmatic assertion used in this dissertation is based on the notion of speaker intent, and it is equated with the notion of inactive discourse referents, which are in turn linked to the use of indicative mood in complements of assertive matrices. The notion of pragmatic presupposition is equated with the notion of active referents in the discourse, which are in turn linked to the use of subjunctive mood in complements of doubt/negation and comment matrices. However, this thesis argues that not all uses of subjunctive are motivated by the active status of propositional referents. Volitional and possibility uses of subjunctive are analyzed, similarly to assertive matrices, as activating a discourse referent. Yet, contrary to assertive matrices, and following Fauconnier’s (1985) theory of mental spaces, the referent activated belongs to the domain that represents an individual’s view of reality. This account of mood distribution in complement clauses is eventually extended to adjectival and adverbial subordinates and provides an explanation of mood distribution in all subordinate contexts in Spanish. / text

Previous studies on nonnative English speaker teachers (NNESTs) (Reyes & Medgyes, 1994; Samimy & Brutt-Griffler, 1999; Llurda, 2008; Rajagopalan, 2005) and publications in World Englishes (WEs), English as a Lingua Franca (ELF) and English as an international language (EIL), have analyzed and documented how prevailing ideologies rooted in "the myth of the native speaker" (Pennycook, 1994; Canagarajah, 1999; Kramsch, 2000), "the native speaker fallacy" (Phillipson, 1992) and associated ideologies generate discrimination and affect students and teachers' sense of self-worth. By making use of telecollaboration to determine how L1 Spanish speaking Colombian EFL pre-service teachers' interactions with U.S. heritage Spanish speakers (HSSs) influence the Colombian future teachers' self-perceptions as (non) native speakers and future teachers, this study responds to scholars' concerns to diversify the scope of explorations on NNESTs (Samimy & Kurihara, 2008; Llurda, 2008). Examining the ideological side of the native vs. non-native speaker dichotomy in telecollaboration, this research seeks to reverse the tendency to study interactants' exchanges mainly as a language feedback process through which "native speakers" support those who are not native speakers. Under an overarching qualitative phenomenological case study research design, the first article's pre-assessment of participants' self-perceptions of (non) nativeness found that the myth of the native speaker, the native speaker fallacy and associated ideologies permeated participants' self-images as language speakers and prospective teachers. Nevertheless, their ongoing education and the perceived benefits of becoming skillful language users contrasted with the harmful effects of these ideologies. Based on findings in the first article, the second study determined that in adopting meaning making abilities as their center of interest in telecollaboration, most participants focused less on the achievement of idealized native speaker abilities. Their interaction with U.S. peers generated confidence in their use of English, self-criticism of their skills in Spanish and a tendency to embrace the idea that they could succeed as English teachers. The intercultural and sociocultural nature of telecollaboration as a potential resource to leverage Colombian prospective teachers' self-perceptions constitutes the core of the last manuscript. Cooperative relationships with U.S. peers provided participants affective and knowledge-based resources to build more favorable views of themselves, attitudes to confront the detrimental effects of nativespeakership ideologies, and informed judgments to dismantle them. The pedagogical implications section discusses the need to revise the current EFL perspective providing the framework for English language teaching and learning in Colombia, avenues for strengthening students' ideological literacy through telecollaborative tasks and the potential integration of telecollaboration in the language teacher education curriculum as a means to increase participants' linguistic, intercultural and pedagogical abilities, and to cultivate more favorable self-images.

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