Made available in DSpace on 2014-12-17T15:06:53Z (GMT). No. of bitstreams: 1 MiltonGR.pdf: 413442 bytes, checksum: b79036efd47b6cb0321d66bb2ce8bff8 (MD5) Previous issue date: 2006-09-08 / In this study, we analyzed the argumentative processes of written texts produced by UERN (Federal University of Rio Grande do Norte) vestibulandos : (students who apply for University Entrance Examinations in Brazil). It has as its corpus twenty compositions by such students. These compositions, collected in UFRN COMPERVE (Permanent Commission of vestibular examinations) and written in 2005 examination, were selected in a random way. The theoretical support is based on Perelman & Olbrechts-Tyteca (1999; 2002), Reboul (2004), Bakhtin (1992), Faraco (2003), Plat?o e Fiorim (2003) e Geraldi (1997), and other scholars. The work aimed to investigate how vestibulandos make use of argumentative techniques in order to construct their arguments in the vestibular examination. In the analysis of the corpus we considered that the used argumentative techniques, the relationship with the thesis, the sense effects students wanted to produce and the type of the required speech. It showed that in the, discourse construction of argumentative texts, students made use, with more frequency, of the following argumentative techniques: pragmatic arguments, arguments of the definition, comparison arguments, division arguments, example arguments, argument of the model and authority arguments as means to support their theses. However it was not carried out in a conventional way, reason why it leads us to believe that schools, as part of human activity, responsible for education and for the insert of learners in the literate world, have a fundamental role concerning the offer of conditions, so that, the teaching of Portuguese Language leads students to a systematic and explicit preparation of the knowledge, regarding the social and functions of the language, as well as of the strategies of the construction of argumentative texts. This can lead learners to develop communicative competence and to feel more confident when working with text production / Nesta disserta??o, analisamos os processos argumentativos do texto escrito de vestibulandos, tendo, como corpus, reda??es do Concurso Vestibular da UFRN (Universidade Federal do Rio Grande do Norte). Realizamos a an?lise em vinte reda??es, coletadas na Comiss?o Permanente de Vestibular (COMPERVE) no ano de 2005 e selecionadas de forma aleat?ria, tomando como suporte Perelman & Olbrechts- Tyteca (1999; 2002), Reboul (2004), Bakhtin (1992), Faraco (2003), Plat?o e Fiorim (2003) e Geraldi (1997), entre outros te?ricos. Objetivamos investigar como o vestibulando usa as t?cnicas argumentativas em raz?o da constru??o da argumenta??o na prova do vestibular. Na an?lise do corpus, consideramos as t?cnicas argumentativas empregadas, sua correla??o com a tese, os efeitos de sentido desejados pelos vestibulandos e o g?nero do discurso solicitado, e isso nos revelou que na constru??o discursiva do texto argumentativo os vestibulandos recorreram com mais freq??ncia as seguintes t?cnicas argumentativas: o argumento pragm?tico, o argumento da defini??o, o argumento de compara??o, o argumento da divis?o, o argumento pelo exemplo, o argumento pelo modelo e o argumento de autoridade como meios de prova da tese defendida, mas ainda de forma n?o convencional, raz?o pela qual nos leva a crer que a escola, enquanto esfera da atividade humana, respons?vel pela educa??o e inser??o do aprendiz no mundo letrado, tem um papel muito importante no que tange a criar condi??es para que o ensino de lingua portuguesa privilegie uma forma??o sistem?tica e expl?cita do conhecimento do funcionamento da l?ngua e, de igual modo, das estrat?gias de constru??o do texto argumentativo para que o aprendiz possa desenvolver a compet?ncia comunicativa e se sentir mais seguro no ato da produ??o textual

Made available in DSpace on 2014-07-29T16:18:58Z (GMT). No. of bitstreams: 1 CARLETE FTIMA DA SILVA VICTOR-1.pdf: 901014 bytes, checksum: 8ecd90d6f2b01e543079a3bb0dda35cd (MD5) Previous issue date: 2010-05-20 / In this work, I describe the pedagogical practice of an English teacher in a regular and inclusive public school in Goiania-GO with three deaf students. The research was developed in a classroom in which there were three deaf students and thirty-two hearing students. This study is based on Vygotsky‟s Sociocultural theory, inclusive education, deaf education approaches, and foreign language learning studies. In this case study, the data collection and analysis followed the principles of the qualitative research, according to Spradley (1980), Erickson (1985) and André (1995). Based on the results of the data analysis, it was observed that the pedagogical practice of the participant teacher of this study was based on the traditional approach. The data also shows that the teacher tries to change this pattern and to find new teaching strategies in an attempt to improve the students' cognitive and social skills, focusing on their individual characteristics. This research presents a pedagogical practice that recognizes the differences in the learning process of hearing and deaf students. It is hoped that this reflection may help other teachers to think critically about the inclusive process that is happening in our society and rethink their actions and enhance the learning process of their students. / O presente estudo busca descrever e compreender a prática pedagógica de um professor de língua inglesa em uma escola regular e inclusiva que trabalha com alunos surdos na rede pública de ensino da cidade de Goiânia, Goiás. A pesquisa foi realizada em uma sala de aula da primeira série do Ensino Médio composta por três alunos surdos e trinta e dois ouvintes. Sob o ponto de vista teórico, esta pesquisa tem como base a teoria sociocultural vygotskiana, as abordagens educacionais para alunos surdos e as abordagens de ensino-aprendizagem de língua estrangeira. Baseamo-nos também nos pressupostos teóricos da educação inclusiva. Sob o ponto de vista metodológico, esta pesquisa constituiu-se de um estudo de caso, no qual os dados foram coletados e analisados seguindo os princípios da pesquisa qualitativa e interpretativista de cunho etnográfico, segundo a teoria proposta por Spradley (1980), Erickson (1985) e André (1995). Por meio da análise dos dados, percebemos que a prática pedagógica do professor participante desta pesquisa configura-se dentro de um modelo tradicional, apresentando traços de ruptura e de busca para uma prática que promova o crescimento cognitivo e social de cada educando, respeitando as potencialidades individuais. Nossas considerações finais pretendem contribuir para uma prática pedagógica que reconheça as diferenças e a igualdade de direitos no processo de aprendizagem e participação dos educandos surdos e ouvintes nas atividades educacionais. Por meio de nossas reflexões sobre a atuação pedagógica em uma escola regular e inclusiva com alunos surdos, o professor poderá ponderar criticamente sobre o processo de inclusão que ocorre em nossa sociedade e repensar suas ações, a fim de buscar melhorias para o desenvolvimento do seu alunado.

Made available in DSpace on 2017-07-10T18:56:00Z (GMT). No. of bitstreams: 1 Luciane_ Watthier.pdf: 6228795 bytes, checksum: 973a48bd563a4bd6ea9e77f146399dc0 (MD5) Previous issue date: 2016-04-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research focused on reflections about the theme oral language manifestations in writing discursive/textual and didactic aspects, which was motivated from the following questions: How students of the 5th year of Elementary School and the 1st year of graduation in Language Arts College configures the genre letter of presentation? What are the main manifestations of oral language in the writing of texts produced by the students of the 5th year of the early years? These marks tend to disappear in college? How do the teachers approach the manifestations of oral language in written texts in their pedagogical practice in classroom? How can we, teachers/researchers, contribute didactically with questions related to manifestations of oral language in the written? We aim, based on answers to these questions, built knowledge about how the manifestations of orality reveal themselves in the discourse/textual level and how we could contribute with the didactic approach about this theme. Therefore, our objective sustains itself in recognize how the manifestations of oral language, discourse/textual level, occur in the genre letter of introduction produced by students of the 5th year (Elementary School) and 1st year of Language Arts college to, based on this recognition, propose didactic referrals which explore this phenomenon. With the view to achieving the initial objective and answer the research questions, we sustain the investigation upon the dialogical conception (BAKHTIN, 2010[1979], 2005[1963] and BAKHTIN/VOLOCHINOV, 2004[1929] and 1926) and in the interactionism approach (GERALDI, 1984, 1997). It is an educational research entered on Applied Linguistics, qualitative, with description and critic-interpretative investigation. We propose to examine texts of discursive genre introduction letter produced by the students of the 5th year of the Elementary School of four small cities of the western of Paraná and in the 1st year of graduation in Language Arts of the State University of Paraná (UNIOESTE) building a comparative analysis in relation to the theme investigated. When we accomplish this study, we establish relations with the configuration in the thematic content, compositional construction and linguistic style, since discourse can not be unlinked from the texts. Finally, we present didactic-methodological referrals to work with this theme in the Portuguese language teaching. As a result of this investigation, we noticed that there is a sharp level of difficulties related to the comprehension of the linguistics aspects more suitable for each social context of production. Although these difficulties prevail in productions of Elementary School, they do not disappear in college. In this way, we pointed to a need of the enlargement towards the linguistic-discourse knowledge of the students, according to the social context they belong. / Esta pesquisa apresenta e organiza reflexões acerca do tema Manifestações da linguagem oral na escrita aspectos discursivos/textuais e didáticos, que foi motivado a partir dos seguintes questionamentos: Como alunos de 5º ano do Ensino Fundamental e do 1º ano da graduação em Letras configuram o gênero carta de apresentação? Quais são as principais manifestações da linguagem oral na escrita de textos produzidos por alunos do 5° ano do ensino fundamental? Essas marcas tendem a desaparecer no ensino superior? Como os professores abordam as manifestações da linguagem oral em textos escritos em sua prática pedagógica em sala de aula? Como nós, professores/pesquisadores, podemos contribuir didaticamente com questões relacionadas às manifestações da linguagem oral na escrita? Visamos, a partir das respostas a essas questões, construir conhecimento sobre como as manifestações da oralidade na escrita se revelavam em nível discursivo/textual e como poderíamos contribuir com a abordagem didática dessa temática. Assim, nosso objetivo sustenta-se em reconhecer como ocorrem, no plano discursivo/textual, as manifestações da linguagem oral na produção escrita do gênero carta de apresentação, quando produzido por alunos do 5°ano do Ensino Fundamental e do 1º ano do curso de graduação em Letras para, a partir desse reconhecimento, propor encaminhamentos didáticos que explorem tal fenômeno. Na perspectiva de alcançar o objetivo proposto e de responder às perguntas de pesquisa, sustentamos a investigação a partir da concepção dialógica (BAKHTIN, 2010[1979], 2005[1963] e BAKHTIN/VOLOCHINOV, 2004[1929] e 1926) e interacionista da linguagem (GERALDI, 1984, 1997). Trata-se de uma pesquisa educacional inscrita na Linguística Aplicada, do tipo qualitativa, com investigação descritiva e interpretativa-crítica. Propomo-nos a analisar textos do gênero discursivo Carta de Apresentação produzidos por alunos do 5º ano do Ensino Fundamental de quatro municípios da Região Oeste do Paraná e do 1º ano da graduação em Letras da Universidade Estadual do Paraná (UNIOESTE), construindo uma análise comparativa em relação ao tema investigado. Ao realizarmos esse estudo, estabelecemos relações com a configuração dada ao conteúdo temático, à construção composicional e ao estilo linguístico desse gênero discursivo. Por fim, apresentamos encaminhamentos didático-metodológicos para o trabalho com esse tema no ensino da língua portuguesa. Como resultado desse processo de investigação, constatamos que há, ainda, um nível acentuado de dificuldades quanto à compreensão de usos linguísticos mais adequados para cada contexto social de produção. Embora essas dificuldades prevaleçam em produções do Ensino Fundamental, elas não desaparecem na graduação. Dessa forma, apontamos para a necessidade de ampliação dos conhecimentos linguístico-discursivos dos alunos, de acordo com o contexto social e pragmático em que interagem.

This thesis focuses on the teaching of the Czech language at scioschools. The theoretical basis of Czech language didactics and the problematicsof alternative education are discussed in the first part, while the second part characterizes the individual scioschools in terms of their general concept and teaching of Czech language. The thesis is fomulated as a case study and is methodologically based on observation, interviews and document analysis. Its aim is to provide a partial insight into the practice of Czech language teaching at scioschools and to answer how and with what goal is Czech language taught. It analyses whether some innovative methods and forms of work reflecting the current topics of Czech language didactics are applied and whether is there are any unifying concepts of Czech language teaching. While this work provides insight into these issues it concludes that scioschools aim to lead the students to so-called study autonomy. Scioschools do not work with a unified concept of teaching. It find that the current Czech language teaching practice - forms of teaching, application of innovative methods or aims are heavily influenced by the personality, knowledge and experiences of the teacher - tutor. KEYWORDS scioschools, alternative school, tutor, didactics of the Czech language, aims of...

The diploma thesis is concentrated on CLIL, an innovative method of teaching. It integrates the content and the language learning. The aim of this work is to find out how CLIL is actually realized at primary schools and discover the possibilities and the limits of this method. The theoretical part of this work is based on the literature and it summarizes the main characteristic of Content and Language Integrated Learning. The practical part of this diploma thesis is an outcome of qualitative research. As the methods of research I used interviews with teachers, observations, a realization and a following reflection of a lesson which was planned and based on the principles of CLIL. The result of this work is the analysis of the CLIL lessons in primary education and the analysis of the possibilities and the limits of this method. KEYWORDS innovative method, foreign language teaching, Content and Language Integrated Learning, foreign language across the curriculum, qualitative research

Elementary students from low socioeconomic households often begin and remain behind other socioeconomic groups in vocabulary knowledge. Many reasons for this gap, including cognitive, environmental, and educational, have been researched. The current study examined the relationship between vocabulary knowledge, socioeconomic status, and type of teacher discourse within an early elementary setting not yet explored within the research. This concurrent mixed-method research study investigated this relationship using study groups, taped classroom lessons, and the DIBELS word use fluency assessment measure. Interpretative analysis was used for the qualitative data, and correlational analysis was used to determine relationships between the discourse types and the DIBELS word use fluency growth scores. The quantitative results suggested that as two-way teacher-student conversation increased, vocabulary knowledge in students from low socioeconomic households also increased. The qualitative results indicated that lesson reflection alters teachers' perceptions of discourse beliefs. The findings of this study initiate social change by assuring quality professional development methods so that all teachers use effective communication along with best practices. These improved techniques may result in every child gaining an equal opportunity to learn how to read successfully and may assist in closing the socioeconomic achievement gap.

This master's thesis study is devoted to the features of teaching speaking students of creative specialties. The structure of the work consists of two chapters: theoretical and practical. The theoretical part discusses the main directions in teaching students to speak at non-linguistic faculties, age and psychological characteristics of students in secondary vocational education institutions and the most common methods and techniques for teaching speaking. The second chapter on the basis of the educational-methodical complex of exercises for teaching speaking of this group of students is described, created in addition to the main textbook. Experimental-search proved the effectiveness of using such a manual in English lessons for students of creative specialties, such as music and acting. Some provisions of the dissertation research are presented and published in the scientific article "The possibilities of musical art in mastering the English language by students of creative specialties" in the scientific journal "Meridian" under the editorship of Yu. I. Zhegusov in January 2020. / Данное магистерское диссертационное исследование посвящено особенностям обучения говорению студентов творческих специальностей. Структура работы состоит из двух глав: теоретической и практической. В теоретической части рассматриваются основные направления в обучении говорению студентов на неязыковых факультетах, возрастные и психологические особенности обучающихся учреждений среднего профессионального образования и наиболее распространенные методы и приемы по обучении говорению. Во второй главе на основе описывается учебно-методический комплекс упражнений на обучение говорению данной группы студентов, созданный в дополнение к основному учебнику. Опытно-поисковым путем доказана эффективность использования такого пособия на уроках английского языка у студентов творческих специальностей, таких как музыка и актерское мастерство. Некоторые положения диссертационного исследования представлены и опубликованы в научной статье «Возможности музыкального искусства в освоении английского языка студентами творческих специальностей» в научном журнале «Меридиан» под ред. Ю. И. Жегусова в январе 2020 года.

This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will be used as much as possible. However, in practice, the mother tongue is widely used in these classrooms, both by the teachers and by the students. There is therefore a conflict between policy and practice: the policy is that the target language should be used wherever possible, whereas the practice is that the use of the target language is limited to predictable and routine contexts. It is this conflict which constitutes the central question which is addressed in this thesis: how do teachers resolve the conflict between what they are expected to do, and what they feel capable of doing. Data from classrooms and interviews were collected and analysed, using both quantitative and qualitative techniques. The focus of the analysis was on the amount and function of the use of the mother tongue by the teachers. Comparisons were drawn between teachers of Grade 4 pupils who started to learn English in Grade 1 and those who started in Grade 4. This analysis is complemented by evidence concerning the teachers‘ beliefs and understandings about the pressures and constraints which affect their teaching of English to young learners. The results suggest that the possibility of communicative language teaching in these classrooms is constrained by various factors, including the limitations in the children‘s cognitive capabilities and the proficiency level of the children, and the teachers‘ preference for using their previous methods which included grammar, translation and memorisation; also by curriculum requirements such as the use of the textbook, and the necessity to prepare the children for examinations. The implications of these findings for curriculum development in foreign language teaching in other comparable contexts are discussed.

The diploma thesis focuses on teaching grammar in the context of in-company language courses. What needs to be taken into consideration are both the psychological aspects of adult learners and the sociological characteristics of a typical course participant, their position of a client which is connected to high expectations of the service provided - language tuition. The role of the teacher in an in-company course is much less authoritative than in a traditional course and teachers become rather partners or coaches for the learners. The pedagogical research conducted among 172 Czech in-company learners with the help of an electronic questionnaire shows that the main aim of in-company students is to be able to communicate efficiently in real-life situations from their private and working lives. It is the role of the teacher, or the coursebook author, to choose which grammar structures are necessary to succeed in the respective situations. Therefore, the most suitable method for teaching grammar in the context of in-company courses is the Engage, Study, Activate method combined with the eclectic method.

The local school district in the current study was struggling to meet adequate yearly progress (AYP) targets in reading because secondary students were scoring below the basic level in reading and their content area teachers had little or no training in reading deficiencies. What had been speculated, yet never tested, was the utility of teacher training in research-based reading programs and interventions on increasing reading achievement scores. The purpose of this qualitative case study was to examine issues hampering RTI implementation. This case study focused on analyzing the perceptions of secondary RTI teachers within an urban school district in Texas. The theoretical framework was based on cognitive and social constructivist theory. The research question investigated the best approach to improve teachers' knowledge and implementation of the RTI framework to increase students' reading achievement. Interview data were collected from 3 RTI teachers who had more than 3 years of teaching experience. Data were analyzed through lean coding by using provisional codes to reduce codes to 3 major themes. Reports from the 3 teachers suggested that they all encountered many challenges in implementing RTI; additionally they all conveyed that they needed more support from administrators, access to prescribed resources, and consistent guidelines in program implementation. A white paper was developed to inform the local district on RTI implementation challenges and provide recommendations for improvement. This study impacts social change by providing administrators and educators with information that could improve implementation practices and result in better understanding of RTI.