Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009. / "December 2008". Bibliography: p. 299-327.

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 56-59).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 56-59). Also available in print.

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 19, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 158-165) and abstract. Also available in print.

Orientadores: Maria Rita Salzano Moraes, Cláudia Hilsdorf Rocha / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-23T12:22:37Z (GMT). No. of bitstreams: 1 BisantiReis_Ilariados_M.pdf: 1694886 bytes, checksum: 473887acc7df8a0e25350e4bca237752 (MD5) Previous issue date: 2013 / Resumo: Ao começar um curso de língua estrangeira, cada aluno leva para a sala de aula um universo pessoal, composto por visões de mundo, valores, marcas culturais e um conjunto de representações quanto à língua e cultura-alvo. Tomando como pressuposto que esse universo influencia o processo de ensino e de aprendizagem da língua estrangeira, esta pesquisa, de natureza qualitativa e de base etnográfica (André, 2003), teve como objetivos: (1) levantar, identificar e inferir as crenças que alunos brasileiros possuem em relação ao ensino/aprendizagem do italiano como língua estrangeira (LE) e também em relação ao povo italiano, à Itália, à língua-cultura italiana; (2) analisar as possíveis implicações dessas crenças para o processo de ensino/aprendizagem de italiano LE. Para alcançar tais objetivos, buscamos respaldo teórico nos estudos da área de ensino/aprendizagem de línguas estrangeiras que tiveram como foco de investigação a questão das crenças (Barcelos, 2004; Vieira-Abrahão e Barcelos, 2006; e outros), a visão de linguagem como discurso (Bakhtin, 2003, 2004) e os pressupostos da interculturalidade no ensino de línguas estrangeiras (Balboni, 2007). Os dados foram coletados em uma escola de idiomas do interior paulista, por meio de observação de aulas, questionários mistos aplicados aos alunos e entrevistas semiestruturadas realizadas com as professoras. A reflexão acerca do impacto que as crenças podem ter no processo de ensino/aprendizagem da língua, pode fornecer a professores da área específica do ensino do italiano LE, informações importantes para a elaboração de práticas de ensino mais reflexivas, críticas e menos carregadas de preconceitos e estereótipos, levando assim os aprendizes à (re)construção de novas percepções da própria e da outra cultura / Abstract: When starting a foreign language course, every student brings to the classroom his or her personal universe, which consists of his or her world perception, values, cultural beliefs and an amount of representations as to the target language and its related culture. Taking for granted that this universe has an effect on the foreign language teaching and learning process, this research, which reveals a qualitative and ethnographic nature (Andre, 2003), has as its main objectives (1) to identify and infer Brazilian students' and teachers' beliefs concerning Italy, the Italian people, and the Italian language and culture; (2) to investigate and analyze the possible impacts of such beliefs on the Italian teaching and learning process. The theoretical support of this work is based on the concept of beliefs in the language teaching and learning process (Barcelos, 2004; Vieira-Abrahão e Barcelos, 2006), on the bakhtinian view of language as discourse (Bakhtin, 2003, 2004) and on the importance of the intercultural dimension within foreign language teaching (Balboni, 2007). The data have been collected from classes observation at a language school located in the countryside of São Paulo State, from mixed questionnaires applied to students and from semi-structured interviews made with teachers. It is believed that the carried out discussions about the impact of students' and teachers' beliefs on the Italian teaching and learning process can present the language teaching field with important information as to the perceptions, values and ideas that both students and teachers bring to class. The results of this study can therefore be useful to help educators to develop more effective, reflective and critical pedagogical practices, as far as language and culture are concerned / Mestrado / Mestra em Linguística Aplicada

本論文旨在探討臺灣國中生英語聽力的困難問題。本文從三個方面進行研究：一、國中生英語聽力困難問題的總體分析；二、高能力者與低能力者在聽力困難問題上的異同；三、從老師和學生的觀點研究國中生的英語聽力困難問題。研究對象包括桃園一所公立中學9年級11個班級中366個學生及17位英語老師。本研究工具為全民英檢聽力測驗，聽力困難問卷以及聽力困難訪談大綱。本研究的主要發現如下： 一、在五種影響聽力困難的因素中，學生認為最常見的因素為聽力文本，聽者本身為其次，接著依序為聽力任務、說話者因素，最後為聽力過程。在文本因素中，聽力困難主要來自於不熟悉的片語。在聽者因素中，聽者本身文法知識的不足是聽力困難最主要的原因。在聽力任務中，聽完後需要學生做聽寫是比較困難的。在說話者因素中，說話者速度是主要的聽力理解障礙。在聽力的過程中，學生最常遇到的問題在於無法將一連串的內容分成有意義的段落。調查問卷的44個分項中，學生認為他們所遇到的最常見英語聽力困難中文本因素佔大多數，而聽者因素其次，最常見的困難為不熟悉的片語，其次為不熟悉的單字與文法的不足。 二、高能力者與低能力者遇到的聽力困難有顯著性的差異。大致上的區別為，影響高能力者聽力的最主要因素為聽力文本，而影響低能力者的主因為聽者本身的因素，且高能力者遇到的聽力困難比低能力者顯著來得少。最常見英語聽力困難中，高程度者認為在文本方面無法重複聽為最大的困難，然而對低程度者而言，聽者本身的文法不足是導致聽力困難最主要的原因。三、以教師與學生觀點來說，兩者對學習者所遇到的聽力困難的認知有顯著性的差異。大致上的區別為，教師認為造成學生聽力困難的主因為聽者本身的因素，而學生認為文本因素為影響聽力困難的最主要障礙。最常見英語聽力困難中，教師認為說話者的語速為主要困難，然而學生認為文本中不熟悉的片語是導致聽力困難最主要的原因。最後，本論文指出研究限制以及對未來相關研究之建議提出說明。 / The purpose of the present study is to investigate junior high school students' listening comprehension difficulties. This study is mainly concerned with three aspects: (1) the overall difficulties that student encountered in junior high school; (2) the similarities and differences in listening difficulties between high achievers and low achievers; (3) the differences in the perspectives on students' listening problems between students and teachers. This thesis research was based on the data analysis of 366 ninth-graders from 11 odd-numbered class and 17 English teachers at a public junior high school in Taoyuan. The findings of the study were summarized as follows: (1) among five factors, the text factor held the highest frequency followed by the listener, task, speaker, and listening process. For text factor, the main difficulty emerged from unknown phrases and unknown words. For listener factor, weak grammar was identified as the foremost difficulty. For task factor, the task demanding dictation arose most difficulty. For speaker factor, the speech rate was the main obstacle. For listening process, the students suffered from the perception problem that they could not chunk streams of speech into meaningful segments. Among listeners’ top ten difficulties in taking a listening comprehension test, six of them were categorized into text factor, and five were classified into listener factor. (2) There were highly significant differences in listening difficulties between the effective and the ineffective listeners. The difficulties the effective listeners met with were fewer than those ineffective listeners encountered. The effective listeners in this study met with listening comprehension problems in text factor more frequently than the other factors; however, the ineffective listeners encountered difficulties in listener factor most often. Among the top ten listening difficulties, the foremost difficulty for the effective listeners was unrepeated materials, and for the ineffective ones was weak grammar. (3) Overall, the teachers’ perceptions about their students’ listening difficulties are significantly different from the students’. Specifically, there were significant differences in the perspectives between the teachers and the students in the factor of listening process and listener. The teachers reported that their students encountered listening difficulties in the listener factor most often, whereas the students indicated that the text factor was the hugest barrier to their listening. Among the top ten students’ listening comprehension problems, the individual difficulty with the highest mean acquired by all of the students was the text with unknown phrases (text factor) However, the foremost listening problem from the teachers’ perspectives was the fast speed rate of the speaker (speaker factor). Based on the findings of the present study, pedagogical implications and suggestions were provided at the end of the thesis.

Title: Role of special education teacher at higher secondary school Abstract: The diploma thesis is addressed to the role of a special education teacher at higher secondary school. The diploma thesis suggests both theoretic and practical incentives for special education consultancy and as well as the way of supporting students and teachers. The questionnaire analysis illustrates the contribution of special education teacher for the educational process at higher secondary school. Key words: higher secondary school, special education teacher, special education consultancy, supporting students and teachers

This exploratory multiple embedded case study investigates perspectives on education reform under conditions of minority language endangerment in Sunan Yughur Autonomous County, a minority-district in northwest China. The study included three school sites: a Yughur minority urban school; a Yughur minority rural district school, and a Yughur majority rural district school and four embedded cases: school administrators, teachers, parents and students, of Yughur, other minority, or Han nationality. Adult stakeholders were interviewed on what is important to learn in “education for quality”, and what aspects of Yughur knowledge, culture and language should be included in school curriculum as part of education for quality, while students were asked what they enjoyed studying and whether they would enjoy learning stories, poems and songs in Yughur in school. Findings include strong support among parents and students regardless of ethnicity or school site for Yughur language and culture as “essential qualities” to foster in Sunan County school curriculum, with moderate to weak support among educators ranges with some variation among sites. Three parallel visions emerge from the study of what it means today for Chinese minority student to be an educated person in contemporary China: (a) regular Chinese-medium education; (b) multicultural Chinese-medium education; and (c) maintenance bilingual education in Yughur and Chinese. The third vision envisions developing additive bilinguals who know the heritage of their minority as well as the national curriculum in Mandarin. A vision of balanced bilingualism and multiculturalism that sees heritage languages and Mandarin as “resources” is shared by the large majority of parents and students, most teachers and some administrators. Holders of other visions for local minority education largely share a “Language as Problem” orientation towards minority languages. One aim of devolution of school-based curriculum authority is to develop schools’ individuality. This study reveals three divergent models of local schooling that have developed in one minority school district: one that centres on a monolingual model of national culture, one monolingual, multicultural model, and one bilingual, multicultural model, with the latter model corresponding more closely to minority stakeholder perspectives that schools should play a stronger role in the maintenance and revitalization of their cultural and linguistic heritage.

This exploratory multiple embedded case study investigates perspectives on education reform under conditions of minority language endangerment in Sunan Yughur Autonomous County, a minority-district in northwest China. The study included three school sites: a Yughur minority urban school; a Yughur minority rural district school, and a Yughur majority rural district school and four embedded cases: school administrators, teachers, parents and students, of Yughur, other minority, or Han nationality. Adult stakeholders were interviewed on what is important to learn in “education for quality”, and what aspects of Yughur knowledge, culture and language should be included in school curriculum as part of education for quality, while students were asked what they enjoyed studying and whether they would enjoy learning stories, poems and songs in Yughur in school. Findings include strong support among parents and students regardless of ethnicity or school site for Yughur language and culture as “essential qualities” to foster in Sunan County school curriculum, with moderate to weak support among educators ranges with some variation among sites. Three parallel visions emerge from the study of what it means today for Chinese minority student to be an educated person in contemporary China: (a) regular Chinese-medium education; (b) multicultural Chinese-medium education; and (c) maintenance bilingual education in Yughur and Chinese. The third vision envisions developing additive bilinguals who know the heritage of their minority as well as the national curriculum in Mandarin. A vision of balanced bilingualism and multiculturalism that sees heritage languages and Mandarin as “resources” is shared by the large majority of parents and students, most teachers and some administrators. Holders of other visions for local minority education largely share a “Language as Problem” orientation towards minority languages. One aim of devolution of school-based curriculum authority is to develop schools’ individuality. This study reveals three divergent models of local schooling that have developed in one minority school district: one that centres on a monolingual model of national culture, one monolingual, multicultural model, and one bilingual, multicultural model, with the latter model corresponding more closely to minority stakeholder perspectives that schools should play a stronger role in the maintenance and revitalization of their cultural and linguistic heritage.

Made available in DSpace on 2014-07-29T15:32:06Z (GMT). No. of bitstreams: 1 anexos Vandervilson.pdf: 204345 bytes, checksum: 118287b892592b82482ef3ffeb1c7770 (MD5) Previous issue date: 2009-04-28 / The working-field is one of the more teaching traditional recourses of geographic área to get knowledge. This way has been important so in University as scholar ambient of fundamental, secondary teachings. The present research gets to know the teacher and students conception about the teaching recourse working field from universities Goiás South-east in geography courses in superior levels. The data were collected by questionnaires with teachers and students in their study working ambient. The analysis of the results enabled to present the working field conception from teachers and students. The investigation more detailed through graphics evidenced that there are important conceptions about teaching way named working-field applied together with the disciplines in question. In the presence of several working-field alternatives, students and teachers from Universidade Estadual de Goiás Unidade Universitária de Pires do Rio chose the motivating model and teachers and students from Universidade Federal de Goiás Campus de Catalão chose training model. Independently as for kind field choose and/or working-field modality, teachers and students must have surely about this activity because it is very important to geographyc knowledge and is through it that pictures, places and municipal areas are discovered. / O trabalho de campo é um dos recursos didáticos mais tradicionalistas da seara geográfica para a busca do conhecimento. Este recurso tem sido marcante tanto na Universidade como nos ambientes escolares dos ensinos fundamental e médio. A presente pesquisa busca conhecer as concepções de docentes e discentes sobre o recurso didático trabalho de campo nos Cursos de Licenciaturas em Geografia do Sudeste Goiano. Os dados foram coletados por meio de questionários com docentes e discentes em seus ambientes de estudo e trabalho. A análise dos resultados possibilitou mostrar as concepções de trabalho de campo tanto de docentes como de discentes. A averiguação mais detalhada através dos gráficos destacou que há concepções significativas entre docentes e discentes no que diz respeito ao recurso didático denominado de trabalho de campo, aplicado junto às disciplinas dos cursos em questão. Mediante as diversas alternativas de trabalhos de campo, os discentes e os docentes da Universidade Estadual de Goiás, Unidade Universitária de Pires do Rio optaram pela modalidade do tipo motivadora e, os docentes e discentes da Universidade Federal de Goiás, Campus de Catalão escolheram a modalidade do tipo treinadora. Independentemente da escolha do tipo e/ou modalidade de trabalho de campo, os docentes e os discentes devem ter clareza que essa atividade é muito importante para o conhecimento geográfico e, é através dele que as paisagens, os lugares e os municípios são descortinados