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.

The PhD thesis "Optimizing Language Teaching and Learning Materials: A Different Approach to Advanced Language Teaching and Learning" deals with the most recent advances in linguoculturology and pushes forward the idea of a new advanced level language-teaching material. The first chapter of the thesis serves as an overture to the importance of using linguoculturology in the creation of language-learning materials. It also puts forth the importance of language in the creation of the language persona, which is further explained in the following chapters. Chapter two presents the development stages of contemporary linguoculturology and the basic terminology used in the study of this linguistic study. Chapter number three explores the advances in foreign language learning, combining different methods and finally introducing the concept of polycontextuality in foreign language-learning, along with the basic theoretical structure the proposed e-textbook. The fourth chapter presents the e- textbook intended for foreign advanced level language-learning, along with descriptions on similar projects and textbooks that exist today. In conclusion, a topic example is presented with examples coming from the native language of the author (Macedonian) along with English translation. This topic example is presented...

This study investigates the similarities and differences that exist between different types of teaching material for spelling in grades 1–3, in book form and digital form. The study focuses on how the teaching material designs tasks and how it corresponds to theories of spelling. The method is comparative analysis of the four analysed teaching aids. In performing this comparison the study proceeds from a theory of the mental lexicon and theories of writing development. The result shows that when the pupils work in both forms of teaching material they get practice in their phonological, semantic, syntactic and orthographical awareness. The analysis reveals a difference between the design of tasks in the book Stava 3 and the digital application Qnoddarnas värld. Through the app and the book the pupils can practise their phonological awareness in different ways. The app speaks the sounds and the words, whereas in the book the pupils themselves make the sounds. The book contains text and pictures, while the app has voices that speak and things that move. In the book there are more difficult tasks in the chapter, in Qnoddarnas värld one is automatically taken to the next level, and in the Stavningslek app the pupil can practise at the same level without being taken further. The study can make teachers aware of what the teaching materials offer, what the pupil is able to practise, and teachers can thus choose the right material for each pupil.

This thesis deals with textbooks for the school subject Swedish as a Second Language published during the period of 1995-2005. The target group for the textbooks in Swedish as a Second Language in this study is young people or adults who have immigrated to Sweden. Immigrants and people of foreign origin who live in Sweden are in general structurally subordinated as regards to socioeconomic factors, which connects to the socio-economical segregation problem. Using this as a point of departure the ideology production in the textbooks is studied, mainly from the representations of gender, ethnicity and class. The thesis takes its theoretical departure in the Italian Marxist Antonio Gramsci’s (1891-1937) concept of hegemony which is based on a mutual understanding between the dominating social classes and the dominated social classes within society. The hegemony is not static but open for negotiation and it is constantly reshaped and renewed. The point of departure is that the teaching materials on the free market are considered to be an arena for ideological struggle, where counter-hegemonic activities occur. The questions posed in the thesis concern which ideologies are produced in the textbooks and the relation between the ideology production and the target group of the teaching materials. The results from the ideology analysis show that the ideology produced in the textbooks varies. The most coherent ideology appears in textbooks which politically connect to the far left and to the Social Democratic party. It is also in these textbooks that the assimilation tendency is the strongest, pertaining to Swedish gender equity and child rearing. One of the textbooks has counter hegemonic content which connects to the anti-globalization movement. In the analysis of the ideological content of the textbooks in relation to the target group it is shown that the expectations are low for them. This is expressed through content relating to the target group concern salary earners and public sector. Focus on entrepreneurship and enterprising is rare and concern famous Swedish companies and trademarks and does not relate to the target group and their provision in Sweden. Thereby the target group is subordinated on the Swedish labour market. The representation also implies in several respects the target group as ignorant. The image of the Swedish homogenous society rests on certain rather hegemonic perception; that is the secular, scientific and rationally built modern society. This representation entails that the multiculturalism that has existed historically and in contemporary society is not acknowledged.

Forskning visar att läroböcker spelar en viktig roll i de naturvetenskapliga ämnena. Samtidigt riktas kritik mot lärobokens utformning där samverkan mellan människans organsystem inte visas tydligt i texter och bilder. I denna studie undersöks hur blodomloppets samverkan med andningen samt med matspjälkningen skildras i läroböckernas texter och bilder som används i grundskolans årskurs 4-6. Intervjuer med fem lärare har genomförts för att undersöka hur text och bild från läroböckerna används i undervisningen. Analyserna av läroböckerna visade att skildringen av hur blodomloppet samverkar med matspjälkningen är tydliga i lärobokens texter medan det saknas bilder på denna samverkan. Den samverkan som sker mellan blodomloppet och andningen är tydlig i både bilder och text. Intervjuerna pekade på att användandet av läroböcker är lågt i de naturvetenskapliga ämnena i grundskolans årskurs 4-6. / Research shows that the textbook plays an important role in science education. However, textbooks has been criticized because of the poor descriptions of the interaction between the human circulatory, respiratory and digestive systems. This study shows how the relationship between the circulatory system, respiratory and digestive system is described in primary school science textbooks in both texts and images. Five teachers have been interviewed to examine how they use the texts and the images from the textbooks in the classroom. Analyzes of the textbooks show that the interaction between the circulatory system and the digestive system is clearly described in texts though there is a lack of illustrative images. The interaction between the circulatory system and the respiration is clear in both images and text. The interviews showed that the use of science textbooks is scarce in primary school year 4-6.

本研究的目的在於探究學前階段坊間教材於課程中扮演的角色，學前教師如何使用轉化教材及其影響因素，而後更進一步探究教學觀點是否對於學前教師運用方法有所影響。 本研究為質性研究，採深入訪談法以及非參與式觀察對兩所園所，共計五名教師進行研究，並以其中兩位教學觀點差異較大的教師進行教學行為的分析，研究發現以學前教師運用教材及其影響轉化差異之因素、教學觀點對於運用坊間教材的影響及坊間教材於課程中的定位此三面向進行討論： 一、在坊間教材轉化及其因素方面發現，學前教師視教材為正式課程，運作課程以教師主體，而教師所持之課程觀為互相調適觀，學生以及教師特質等因素皆會影響教師教學轉化。但教師缺少對教學目的的省思、學校資源不足以及家長因素都可能造成教材轉化的困境 二、教學觀點會影響教師運用坊間教材的方法：從教學目標的選擇到教學方法的運以及評量。研究中兩位教師分別主張課程為教學經驗、課程為計畫，故前者教師運用教材的方法多為「調應」以及「更換」，其與教材互動結果為「教材修正」；後者教師運用教材的方法多為「使用」、「調應」、「更換」，其與教材互動結果為「教師調適」。 三、滿足家長的需求是園所繼續或開始使用教材的最初原因，然而坊間教材的運用將有助於教師專業發展：能夠提供教師較統整的學習架構，以彌補教師專業能力上的不足，也能作為教師教學的參考資源。教材的內容的完善編輯也能夠引發學生學習興趣，加強學生學習動機，促進學生的學習。 四、學校行政體系的支持、班群間的協同以及資源分享都將有助於教師教學上的專業發展，提供教師更多的刺激、激發更多的創意，促使教師能不斷的反思教材內容進行創新。 最後，針對以上幾點發現以及研究過程中遇到的困難與限制提出幾點對於學前教師以及未來研究者一些建議。 關鍵字：坊間教材、教學觀點、課程轉化 / The purpose of this research is to investigate the application of textbooks among preschool teachers. Questions to be answered are as follows: 1.How do teachers transform the textbooks? 2.How do teaching perspectives affect the application of textbooks? 3. How do teachers define the role of textbooks in the curriculum? The research collects data by means of observation, interview, and analysis. Research is focused on the application of textbooks in teachers’ teaching. Results are as follows: 1.Teachers view textbooks as formal curriculum, and hold the core of operational curriculum. Teacher’s perspective of the implemented curriculum is mutual adaptation, and the characteristics of the teacher or the student will affect the curriculum transformation. 2.One teacher views curriculum as teaching experience and the other views curriculum as a plan. The former applies textbook with revising and replacing and the interaction with textbook, and the result is that the modifications of textbooks are made. The later applies textbook with using, revising and replacing, and the result of interaction with textbook is that the teacher adapt it. 3.The reason to adapt to textbook is that it fulfils parent’s expectations, and applying textbook is useful for teacher’s professional development. 4.The support of the education administration authority, the cooperation of the classes and the sharing of resource will be used for teacher’s professional development, and can offer more impetus to create more. Key words: textbook, teaching perspective, curriculum transformation

Ce mémoire vise à mettre en parallèle les recherches réalisées par les traductologues spécialisés en pédagogie et le contenu des manuels conçus pour l’enseignement professionnel de la traduction. Il a pour objet l’analyse des manuels de formation à la traduction pragmatique (générale ou spécialisée) de l’anglais vers le français publiés en Amérique du Nord et en Europe depuis 1992. Dans cette recherche, l’examen des principales approches en enseignement de la traduction a d’abord permis de dégager un ensemble de propositions pédagogiques. Celles-ci ont été regroupées pour former un noyau conceptuel dont certaines composantes sont à la base d’une définition du contenu pédagogique des ouvrages et ont servi de critères d’analyse pour les manuels recensés. Le noyau conceptuel employé pour l’analyse des ouvrages pourra éventuellement être utile dans le cadre de recherches portant sur les manuels conçus pour l’enseignement de la traduction dans d’autres paires de langues. L’analyse comparative des ouvrages recensés a permis de son côté de brosser un portrait actuel du manuel de traduction professionnelle tout en mettant en évidence les aspects du contenu pédagogique qui pourraient être exploités davantage dans la prochaine génération de manuels de traduction. L’étude donne également une idée du nombre de manuels offerts sur les marchés nord-américain et européen qui sont destinés aux apprenants de la traduction professionnelle. En plus de préciser la place qu’occupent les manuels de traduction au sein de la traductologie, les observations fournies dans cette étude constituent des pistes de réflexion pour la confection de nouveaux outils pédagogiques adaptés à la formation universitaire des futurs traducteurs de métier. / In this thesis, we shall explore the relationship between research in the pedagogical branch of translation studies and the content of textbooks designed for future professional translators. The textbooks under examination are used to teach English to French (pragmatic or specialized) translation. They have been published in North America and Europe and are dated no earlier than 1992. The study of the major approaches to translator training has provided us with a set of pedagogical suggestions. Along with other criteria (exercises and theories underlying the approaches), they were used to define the pedagogical content of the textbooks selected for our analysis. They are also part of a conceptual core that can serve as a basis for the analysis of textbooks designed for the teaching of translation in languages other than French and English. Our research not only gives a current perspective of existing textbooks, but also points to the various aspects of the pedagogical content that should be further considered in the conception of the new generation of translation textbooks. Additionally, it gives an idea as to the number of textbooks for future professional translators that are available on the North American and European markets. Through our observations, we thus hope to describe how these teaching tools are in line with the present state of research in translation pedagogy, as well as provide a few tips for designing new textbooks that meet the needs of university-level students and their teachers.

The problem of this study is to compare the effectiveness of two methods of teaching beginning typewriting in the community college. The two methods are an audio-tutorial approach and the traditional textbook approach. Groups taught by the contrasting methods of instruction were compared on the basis of their production performance and their straight-copy skills after thirty-six class periods of instruction. A comparison was also made of the attrition rate of the two groups.

Alkaloids are important natural substances, which are not directly mentioned within the Chemistry Curriculum in the Framework Education Programme for Secondary General Education (Grammar Schools). However, they are a topic which unites more disciplines and allows educating in wider context and across different subjects (Chemistry, Biology and Health Education). They are certainly important topic in terms of drug abuse prevention and Health Education. The objective of this diploma thesis is creation of new educational materials for this topic for grammar school teachers and students. The theoretical part contains a literary research consisting of an analysis of curricular documents, a selection of secondary school chemistry textbooks, a selection of electronic teaching materials, and a proposal for including the topic in grammar school education. Furthermore, it contains a chapter dealing with the issues of drug abuse and its prevention. Research has been conducted by a questionnaire survey on the teaching practice of the topic at grammar schools in the Czech Republic in the practical part. The main output of this diploma thesis is a collection of educational materials on the given topic (PowerPoint presentations, textbook, projects, worksheet, instruction for laboratory exercise, didactic test).

My diploma thesis focuses on comparison of Czech and Belgian textbooks of social science. The theoretical part includes description and comparison of Czech and Belgian educational system and concept of social science. The theoretical part includes also description of word "textbook". The practical part consists of analysis of Czech and Belgian textbooks according to the criterions. Attitudes and opinions of Czech and Belgian teachers are written there. It includes the observation of social science classes, too.