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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 171 to 180 of 180 (0.023 seconds)| 171 |
Carolina Maria de Jesus e a paixão pela escrita: um estudo sociolinguístico de Quarto de Despejo / Carolina Maria de Jesus and the passion for writing: a sociolinguistic study of Child of the darkPedro da Silva de Melo 27 March 2014 (has links)
Esta dissertação tem dois objetivos básicos: primeiro, investigar se há marcas de oralidade na linguagem narrativa e das personagens do livro Quarto de despejo: diário de uma favelada, de Carolina Maria de Jesus (1914-1977); segundo, examinar como essas manifestações se processam linguisticamente no texto no plano lexical. Suscitam-se, portanto, duas perguntas: Primeira: Há em Quarto de despejo manifestações linguísticas da oralidade? Segunda: Em caso afirmativo, em que níveis essa oralidade se processa linguisticamente? Para responder a essas perguntas, temos a hipótese de que a língua falada foi aproveitada de maneira mais ou menos inconsciente pela autora de Quarto de despejo e que, entre vários níveis linguísticos, a oralidade se manifesta de maneira notável em nível lexical, por meio de um vocabulário de uso popular. Estudar-se-á como o léxico da linguagem narrativa e das personagens apresenta efeitos de língua falada, tornando o texto dinâmico e expressivo. Este trabalho está teoricamente fundamentado em pressupostos da Sociolinguística e da Estilística. A metodologia de trabalho envolveu várias leituras da obra, anotações de vocabulário e análises à luz da teoria proposta. Estabelecem-se relações entre fala e escrita, compreendidas não como uma dicotomia, mas como polos de um continuum tipológico. Nesse continuum, um gênero da escrita pode apresentar características da fala e vice-versa. Ressalte-se que, tendo em vista esse referencial teórico, a narrativa de Quarto de despejo não é considerada um texto oral, mas um texto escrito em cuja enunciação se evidencia a presença da oralidade graças a um leque de vocábulos expressivos. / This thesis has two basic goals: first, to investigate whether there are marks of orality in the narrative language and lines from the characters from the book \"Child of the dark: The diary of Carolina Maria de Jesus\", by Carolina Maria de Jesus (1914-1977); secondly, to examine how these manifestations are processed linguistically into the text on the lexical sphere. Two questions, therefore, are raised: First: are there linguistic manifestations of orality in Child of the dark? Second: if so, at what levels is this orality processed linguistically? To answer those questions, we hypothesized that the spoken language was used more or less unconsciously by the author of Child of the dark, and that between several linguistic levels, orality manifests itself in a remarkable manner in the lexical level, by use of a colloquial vocabulary. We shall study how the lexicon of the narrative language and of the characters has effects of the spoken language, making the text dynamic and expressive. This paper is theoretically grounded in assumptions of Sociolinguistic and Stylistic. The work methodology involved several readings of the book, vocabulary annotations and analysis in the light of the proposed theory. Relationships between speech and writing are set, understood not as a dichotomy but as poles of a typological continuum. In this continuum, a genre of writing can display characteristics of speech and vice versa. It is emphasized that, in view of that theoretical framework, the narrative of Child of the dark is not regarded as an oral text, but as a written text where enunciation highlights the presence of orality using a variety of expressive vocabularies.
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Musiklärares bakgrund och noter i undervisningenHagberg, Jesper January 2021 (has links)
Föreliggande uppsats syftar till att undersöka vad fyra musiklärare på högstadiet har för musikalisk bakgrund och hur de använder sig av traditionell västerländsk notskrift i undervisningen. Tidigare forskning tar upp noters likhet med skriftspråk, noters roll i musikundervisning och identitet och förebilder i musik. Som teoretisk utgångspunkt har sociokulturellt perspektiv använts. Halvstrukturerade intervjuer genomfördes med fyra musiklärare i högstadiet och analyserades med tematisk analys. Resultaten visade att noter främst användes i undervisning i trumspel och melodispel på piano och mer sällan i undervisning i sång, gitarr och ackordspel på piano. Det framkom även att de musiklärare som hade en mer populärmusikalisk bakgrund tenderade att använda noter mindre i undervisningen än de med en klassisk bakgrund. Vidare diskuteras ur vilka perspektiv sambandet mellan musikalisk bakgrund och notanvändning kan förstås, praktiska aspekter av att undervisa med eller utan noter och hur musikundervisning speglar noters samhällsstatus. / This study aims to examine the musical background of four music teachers in lower secondary school and how they use traditional Western musical notation in their teaching. Previous research addresses the similarities of musical notation with written language, the role of musical notation in music teaching and identity and role models in music. Socio- cultural perspective has been used as a theoretical starting point. Semi-structured interviews were conducted with four music teachers in lower secondary school and analyzed using thematic analysis. The results showed that musical notation is mainly used in teaching drums and melody playing on piano but rarely when teaching singing, guitar and chord playing on piano. The study also showed that the music teachers who had a more pop musical background tended to use musical notation less in their teaching than those with a classical background. Furthermore, it is discussed from which perspectives the connection between musical background and the use of musical notation can be understood, practical aspects of teaching with or without musical notation and how music teaching reflects the social status of musical notation.
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Lexikální komplexnost písemného projevu nerodilých mluvčích anglického jazyka / Examining lexical complexity in the written production of L2 proficient learners of EnglishSotona, Martin January 2022 (has links)
The thesis analyses lexical complexity in the written production of L2 proficient learners of English (the highest C2 level). Additionally, it compares L2 lexical complexity with L1 lexical complexity of English native speakers. This lexical complexity is investigated in two key parameters: lexical diversity and lexical sophistication. A quantitative analysis is made by the means of single indicators and is followed by an analysis where composite indicators VOCD-D and MTLD are employed to measure lexical diversity. Lexical sophistication is explored through the English Vocabulary Profile tool (EVP), which categorises words in a text according to predefined frequency word lists (A1-C2 types). The main hypothesis presumed that the lexical complexity of L2 English speakers is inferior to L1 English speakers, despite the fact that their L2 English language competence is at the highest level possible (C2 level), often compared to "native-speaker competence". It was expected that the results in respective groups (L2 and L1 speakers) would be similar. Another working hypothesis is that low- frequency words at the C2 level will be smaller for L2 English speakers than that for L1 English speakers. The data comprises 20 comparable texts of L2 proficient English speakers in the dimension of their length (the...
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Formacao universitaria de professores para o ensino da linguagem escrita: um estudo a partir dos discursos didatico-formadoresCostalonga, Elida Maria Fiorot 29 September 2006 (has links)
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Previous issue date: 2006-09-29 / The study aimed at analyzing the theoretical-methodological treatment given to the teaching of
Written Language in a process of education teachers-literacy teachers , taking into account the
nature of that professional role in the triad didactic: teacher/ student/ object- writing. The
initial idea was that the knowledge of writing is enrolled in the story of discursive actions of
human- in- the- world- with- Another. As reference there is a theoretical-conceptual
methodology inspired in Vygotski (1993, 1995), Bakhtin (1995, 2003), Foucault (2002) and
Eco (1989, 1995), as well, studies in the Language field, in which the ones from Faundez and
Mugrabi (2000, 2003) stand out, facing the theoretical tools that present and that seem
adequate to the object and to the goals of that work. The study field was PEC- Municipal
University Education, developed under the coordination of PUC-SP, which goal was to offer
Licentiate for teachers specialized in teaching children and beginning grades of the
Fundamental Teaching of municipal schools. This Program uses a non conventional
methodology using advanced technology, printing material and diversified team of teachers.
Considering that, the teaching content is transmitted by determined discursive ways from
didactic utterance destined for students-teachers, there is an analysis of conceptions and
subjacent feelings to foreseen activities in order to orienting about their role in the initiation
process of the children in the world of written language. In general, what the didactic
utterance, in the study ambit, provide is a group of data that project a triadic configuration in
which the interrelation formers/student-teachers/ writing teaching seem lacunaria and
inconsistent. That inconsistence observed in the university formation tends to affect the
interrelations teacher/children/object-written, for the emphasis in the formatting discourses in
making the teachers believe that the psychogenetic theory of the written language is the only
theory that make them able to do adequate interventions, not considering multiple
accomplishments and multidimensionality of the written language development process by
children. The evidence found lead to conclude that, in spite of the innovation attempts, there
are more continuities than ruptures in relation to conceptions and criticized practices / Este estudo teve como objetivo analisar o tratamento teórico-metodológico dado ao ensino da
Linguagem Escrita em um processo de formação universitária de professores-alfabetizadores,
levando em consideração a natureza do papel deste profissional na tríade didática:
professor/aluno/objeto-escrita, Segundo nosso ponto de vista, a linguagem escrita se inscreve
na história das ações discursivas do humano-no-mundo-com-o-Outro. Adotamos como
referência um quadro teórico-conceitual inspirado em Vygotski (1993, 1995), Bakhtin (1995,
2003), Foucault (2002) e Eco (1989, 2000), assim como, outros estudos no domínio da
Linguagem, dentre os quais destacamos os trabalhos de Faundez e Mugrabi (2000, 2003).
Nestes vários trabalhos encontramos as referências teóricas que nos pareceram mais
adequadas ao nosso estudo. O campo empírico de nossos estudos foi o Programa PECFormação
Universitária Municípios, desenvolvido sob a coordenação da PUC SP, cuja
finalidade era oferecer licenciatura para docentes da Educação Infantil e séries iniciais do
Ensino Fundamental das redes municipais. Este Programa adota uma metodologia nãoconvencional
que faz uso de tecnologia avançada, material impresso e uma equipe
diversificada de professores. Considerando que, o conteúdo de ensino é veiculado através de
determinadas formas discursivas, a partir dos enunciados didáticos dos formadores, tentamos
analisar as concepções e sentidos subjacentes às atividades previstas para orientar os alunosprofessores
quanto ao seu papel no processo de iniciação da criança no mundo da linguagem
escrita. De modo geral, os dados analisados projetam uma configuração das inter-relações
formadores/alunos-professores/ensino da escrita se mostram lacunares e inconsistentes. Esta
inconsistência observada na formação universitária tende a afetar as inter-relações
professor/crianças/objeto-escrita, mediante a ênfase nos discursos formadores em fazer crer
aos professores que a psicogênese da linguagem escrita é A Teoria que lhes permite
acompanhar a escrita da criança [...] e fazer intervenções adequadas, desconsiderando que
unidimensionalidade do pensamento é insuficente para explicar a multidimensionalidade do
processo de desenvolvimento da linguagem escrita, pelas crianças. Enfim, as evidências
encontradas encaminham à conclusão que, apesar das tentativas de inovação, há mais
continuidades que rupturas em relação às concepções e práticas criticadas
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Arbeitsgedächtnis und Schulleistungen in Mathematik und Schriftsprache bei älteren Grundschülern / working memory and school performance in mathematics and written language for older elementary school studentsSchmid, Inga 29 August 2011 (has links)
No description available.
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Os jogos pedagógicos na aprendizagem da linguagem escrita: o que pensam e fazem professores da educação infantil e do ensino fundamental? / The games in the teaching of learning written language: what to think and make early childhood education teachers and elementary school?DIAS, Alessandra Pereira January 2009 (has links)
DIAS , Alessandra Pereira. Os jogos pedagógicos na aprendizagem da linguagem escrita: o que pensam e fazem professores da educação infantil e do ensino fundamental? 2009. 121 f. Dissertação (Mestrado em Psicologia) – Universidade Federal do Ceará, Departamento de Psicologia, Programa de Pós-Graduação em Psicologia, Fortaleza-CE, 2009. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2011-11-29T21:13:14Z
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Previous issue date: 2009 / Esse trabalho se propôs a investigar a concepção e uso de jogos pedagógicos no ensino da linguagem escrita por professores de educação infantil e ensino fundamental na cidade de Fortaleza. Partiu-se do pressuposto que havia uma descontinuidade do uso de recursos lúdicos entre a educação infantil e a primeira série do ensino fundamental. Tinha-se como pressuposto a compreensão de que não era o jogo em si, mas a situação interativa e simbólica que possibilita o desenvolvimento e a aprendizagem da criança. Os referenciais teóricos que embasaram esse trabalho estavam pautados na teoria histórico cultural de Vygotsky e na teoria sócio antropológica de Brougére. A pesquisa foi realizada utilizando-se observação em sala de aula e entrevistas individuais com os professores, buscando registrar as situações de mediação do professor junto aos alunos e identificar as concepções que fundamentam as formas de intervenção pedagógica utilizando recursos lúdicos nesses dois níveis de ensino e as práticas pedagógicas. Na escola pesquisada existia uma preocupação efetiva quanto ao processo continuado de capacitação dos professores e isso possibilitava uma coerência na utilização de recursos didáticos, dentre eles o jogo, e compreensão teórica de sua implicação no processo ensino-aprendizagem. Esse trabalho vem destacar a importância de se considerar o desafio de ensinar com jogos diante de diversos discursos acerca de seu uso apontando que são as situações de interação que promovem a aprendizagem e não o uso de material lúdico, reafirmando a visão vygotskiana da centralidade da mediação pedagógica no processo ensino e aprendizagem.
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Schriftsprache als Zweitsprache / Diagnostik und Förderung der grammatischen Entwicklung in der Schriftsprache bei gehörlosen Schülern mit Deutscher Gebärdensprache als ErstspracheWagener, Iris 25 May 2018 (has links)
Lese- und Schriftsprachkompetenzen zu erwerben ist eine Herausforderung für gehörlose Schüler und gleichzeitig eine zentrale Voraussetzung für einen erfolgreichen Bildungsweg. Innerhalb des auditiv-verbalen Paradigmas der Gehörlosenpädagogik werden die Schwierigkeiten in der Schriftsprache auf die hörschädigungsbedingte Einschränkung der phonologischen Rekodierungsfähigkeit zurückgeführt. Die Pädagogische Unterrichtsforschung zeigt jedoch, dass bilinguale gehörlose Schüler mit Gebärdensprache als Erstsprache oft über gute Schriftsprachkompetenzen verfügen. Bis dato liegen jedoch nur vereinzelt Studien zur Schriftsprachentwicklung bei bilingualen gehörlosen Schülern vor. Die vorliegende Studie fasst dieses Desiderat ins Auge und untersucht über einen Zeitraum von fünf Jahren (Kl. 5-9) Aspekte der Syntax- und Morphologieentwicklung im Schriftspracherwerb bei sechs bilingualen gehörlosen Realschülern. Das Ziel der Studie ist, Erkenntnisse über Sprachlernprozesse in diesem besonderen Schriftzweitspracherwerb zu gewinnen und dieses Wissen für einen entwicklungsorientierten Sprachförderansatz methodisch aufzubereiten. Die Untersuchung wird durch Bezugnahme auf die Zweitspracherwerbstheorie Processability Theory (PT) (Pienemann 1998; Pienemann/ Di Biase/ Kawaguchi 2005) fundiert. Im Fokus stehen die Untersuchungsbereiche Wortstellungserwerb, Erwerb der Subjekt/ Verb-Kongruenz und Erwerb des Verbalkasus. Die Datenanalyse zeigt, dass gehörlose Schüler, mit einer Gebärdensprache als Erstsprache, die Schriftsprache in den gleichen grammatischen Entwicklungsschritten erwerben, wie hörende Schüler, die Deutsch mündlich als Zweitsprache lernen. Die Ergebnisse bieten einen differenzierten Einblick in die Sprachlernprozesse der gehörlosen Schüler und erkennen in der Berücksichtigung von Entwicklungssequenzen eine wertvolle Ressource für die Schriftsprachförderung. Aus den Ergebnissen wird ein Konzept zur Förderung des Schriftzweitspracherwerbs abgeleitet, welches auch zwei Analyseraster als Instrumente für eine förderdiagnostische Sprachstandsermittlung beinhaltet. / Learning to read and write is a challenge for deaf students – but a major goal of schooling. Deaf student’s reading and writing problems have always been seen as a consequence of their hearing loss, overlooking the fact that there are deaf adults using a sign language as their first language and show good reading abilities and written-language skills. In Germany, research on bilingual school programs shows that deaf students progress successfully in learning written German from print forms. Current theories of second language acquisition do not discuss the possibility of learning a language exclusively from print exposure. This study is a pioneer attempt to investigate the acquisition of written German by deaf secondary students in order to advance our understanding of written language learning as second language learning.
Empirically, this analysis consists of longitudinal data of 6 bilingual deaf students who learn German as a written language in secondary school. On the basis of a 5 years’ data collection based on written narratives, developmental patterns are investigated and analyzed within the paradigm of Processability Theory (Pienemann 1998; Pienemann/ Di Biase/ Kawaguchi 2005). Objects of investigation are word order, subject/ verb-agreement and case system in verbal arguments.
The results show that deaf students acquire German written language via print in the same developmental stages as hearing individuals learn oral German in second language acquisition. The deaf students’ interlanguage shows that written language can be processed by language processing procedures of second language acquisition. Individual variations in the developmental process are discussed within the specific learning conditions of deaf students.
Regarding the results, a development-orientated teaching concept is recommended, that draws attention on implicit language learning. Two screenings for language development diagnoses are designed and proposals for practical intervention are made in teaching German literacy as a second language to bilingual deaf students.
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Grammatologie der Schrift des Fremden / eine kulturwissenschaftliche Untersuchung westlicher Rezeption chinesischer SchriftKim, Nam-See 25 May 2009 (has links)
Die vorliegende Arbeit beschäftigt sich mit dem westlichen Verständnis von chinesischer Schrift. Im westlichen Diskurs herrscht eine Auffassung vor, der zufolge die chinesischen Schriftzeichen eine „fast naturalistische Darstellung“ von Dingen seien, die unabhängig von der gesprochenen Sprache im Sinne „eines visuellen Objekts“ funktionieren soll. Dabei wird die Tatsache, dass auch sie wie alle anderen Schriftsysteme zur Wiedergabe der gesprochenen Wörter verwendet werden und dadurch funktionieren, ausgeblendet. Die Vorstellung der sprachunabhängigen chinesischen Schrift wirkt darüber hinaus auch auf die Kulturtheorien ein, die auf der Schrift basierend die chinesische bzw. asiatische Kultur zu charakterisieren und sie mit der europäischen zu vergleichen versuchen. Dabei ist zu beobachten, dass die angenommene sprachunabhängige Bildhaftigkeit oder Konkretheit der chinesischen Schrift zwar einerseits Grund für eine Aufwertung ist, wobei das aus ihr resultierende Denkmodell als ein alternatives des westlichen Denkens aufgefasst wird, dass aber letztendlich aus derselben Auffassung auch das negative Urteil entspringt, mit jener visuellen Konkretheit gehe ein ‚geringer Abstand zu den Gegenständen‘ einher und daraus folge eine Unfähigkeit zum abstrakten Denken bei dem, der sich dieser Schrift bediene. Die Frage, die vorliegende Arbeit durchzieht, lautet daher: Woher stammt dieser ‚Mythos‘ der chinesischen Schrift, der wiederum zurückwirkt auf das westliche Ostasienbild? Und warum bewahrt er sich so hartnäckig im westlichen Denken, dass seine Nachwirkung bis in aktuelle Theorien zu beobachten ist? Wie ist die ambivalente Einschätzung chinesischer bzw. ostasiatischer Kultur in ihnen zu verstehen, die aus derselben ideographischen Auffassung chinesischer Schrift stammt? Durch eine kritische Auseinandersetzung mit der Rezeptionsgeschichte der chinesischen Schrift unter Berücksichtigung des abendländischen China-, bzw. Ostasienbilds wird versucht, darauf zu antworten. / This dissertation deals with the Western views of Chinese characters. In Western discourses the Chinese written language has generally been viewed as a naturalistic representation of things, close to visual images (pictographs) or as a means of conveying ideas (ideographs), unrelated to spoken language. The fact that they reproduce spoken language like all other writing systems has been underexplored. Under this assumption, cultural theories have defined Chinese or Asian cultures as essentially distinct from European cultures. However, the language-independency and concreteness of Chinese script provides reason for revaluation of those views that consider the Chinese (or Asian) ways of thinking as an alternative to Western thought: that which ultimately arises from the negative judgments that those with visual concreteness are farther detached from objects, and are, therefore, unable to exercise abstract thinking. Through a critical analysis of the history of discourses of Chinese writings, this work address the following questions: Whence comes the ‘myth ''of the Chinese character, which, in turn, reinforces the Western views of Asia: why it remains so persistent in Western views as observed in contemporary cultural theories; how the ambivalent appreciation of Chinese or East Asian-culture resulted from the same ideographic view of the Chinese written language.
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Developing Skills for Successful LearningSwersky, Liz 20 March 2012 (has links) (PDF)
No description available.
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Developing Skills for Successful LearningSwersky, Liz 20 March 2012 (has links)
No description available.
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