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Orientador: Lucia Regiane Lopes Damasio / Banca: Sanderléia Roberta Longhin / Banca: Ana Carolina Sperança Criscuolo / Resumo: Este trabalho, vinculado ao GPEL (Grupo de Pesquisas sobre a Linguagem-CNPq), propõe um estudo da TD complexa carta e das tradições de falar/escrever que a constituem, focalizando suas relações com questões referentes à oralidade/fala e letramento/escrita, enquanto fatos linguísticos - fala e escrita - e práticas sociais - oralidade e letramento, conforme Corrêa (1997a). O corpus foi constituído a partir de duas trocas de cartas entre alunos de 6o. anos do Ensino Fundamental de duas escolas diferentes, em contexto urbano e rural, totalizando 71 cartas. Neste trabalho, a metodologia de análise conjuga as abordagens qualitativa e quantitativa dos traços característicos das TDs focalizadas, com base em Kabatek (2005a), considerando que o conceito de TD abarca todos os enunciados com finalidades comunicativas, desde um simples "oi" até os mais complexos. Assim, são descritas e analisadas, também, as TDs que constituem a TD complexa carta, ou conforme Lopes-Damasio (2014), as mesclas de TDs, nos textos produzidos em contextos urbano e rural. Além disso, buscam-se evidências acerca do papel do uso da escrita, no contexto da TD investigada, a partir da observação da imagem de escrita desenvolvida pelos escreventes, mediante a relação entre o oral/falado e letrado/escrito, orientada pelos três eixos metodológicos: eixo da gênese da escrita, eixo do código institucionalizado e o eixo da relação com o já falado/ouvido e o já escrito/lido, em consonância com a heterogeneidade da escrita... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work, linked to GPEL (CNPq Language Research Group), proposes a study of the TD complex letter and the traditions of speaking / writing that constitute it, focusing its relations with questions related to oral / speaking and literacy / writing, while linguistic facts - speech and writing - and social practices - orality and literacy, according to Corrêa (1997a). The corpus was constituted from two exchanges of letters between students of 6o. years of elementary school in two different schools, in urban and rural contexts, totaling 71 letters. In this work, the analysis methodology combines the qualitative and quantitative approaches of the characteristic traits of the focused TDs, based on Kabatek (2005a), considering that the concept of TD encompasses all statements with communicative purposes, from a simple "hi" to the more complex. Thus, the TDs that constitute the TD complex letter, or according to Lopes-Damasio (2014), the TD mixtures, in the texts produced in urban and rural contexts are also described and analyzed. In addition, evidence is sought about the role of writing in the context of investigated TD, based on the observation of the writing image developed by the clerks, through the relationship between oral / spoken and literate / written, guided by the three axes (1997a). In this paper, we present the results of the study of the writing process, which is the axis of the institutionalized code and the axis of the relationship with the already spoken / heard. In this way, it was found, from a comparison between the data described and analyzed from each of the contexts (urban and rural), that: (i) the results of this quantitative-qualitative analysis signal the acquisition of the TD letter, both in context urban and rural; (ii) linguistic marks show distinctions regarding the circulation of clerks from the urban and rural context in ... (Complete abstract click electronic access below) / Mestre

A presente pesquisa tem como objetivo investigar as atividades do professor com gêneros argumentativos em sala de aula e analisar em que medida a preparação dessas atividades contribuem com a escrita do gênero artigo de opinião por alunos do 9º ano do Ensino Fundamental de uma escola pública do Estado de São Paulo. Seguindo os preceitos dos PCNs e do Currículo do Estado de São Paulo, adotou-se a língua como objeto de estudo da disciplina de Língua Portuguesa, assim como as concepções de gêneros discursivos apoiadas em Bakthin (2003), Marcuschi (2008) e Rojo (2000). Em relação à organização do trabalho pedagógico, apoiados nas orientações de Schneuwly e Dolz (2004) planejou-se uma sequência didática para a produção de artigo de opinião. Tomou-se como produção inicial e produção final as avaliações externas aplicadas, respectivamente, no primeiro e segundo semestre, as AAP (Avaliação de Aprendizagem em processo). As atividades dos materiais didático-pedagógicos utilizados foram selecionadas procurando atender a reflexão sobre as características do gênero formuladas por Rodrigues (2000) Brakling (2000) e outros autores pesquisados. Quanto às estratégias de ensino de produção textual escrita, recorremos a Antunes (2003) e Geraldi (1991), evidenciando as etapas de planejamento e preparo para a produção escrita. A análise das produções, dentro de uma perspectiva enunciativa e interacionista da língua, procurou evidenciar os recursos linguísticos-discursivo empregados pelos alunos para a construção da argumentação. Para melhor compreender o uso desses recursos argumentativos recorreu-se à Retórica de Aristóteles associando-se aos estudos da Nova Retórica de PERELMAN & OLBRECHTS-TYTECA (1996). Os resultados da pesquisa demonstram que há uma relação direta entre as escolhas teóricas para a organização do trabalho pedagógico e a melhora da qualidade de escrita dos alunos. Confirmou-se também a hipótese da relevância do ensino dos gêneros argumentativos, pois os alunos-autores demonstraram um posicionamento crítico em relação aos temas abordados nas produções textuais. Houve ganhos quanto à organização e produtividade textual, efeito das atividades de leitura e alimentação temática, mas por outro lado, as fragilidades das atividades específicas para a construção do gênero, aliados aos problemas relativos às propostas sugeridas apontam para uma reorientação do trabalho com o gênero artigo de opinião. / This research aims to investigate teacher-proposed classroom activities involving argumentative genres and analyze the extent up to which the preparation of those activities contribute to the writing of opinion articles of 9th-graders of a public school run by São Paulo state. Based on the National Curriculum Parameters and on the Curriculum of the State of São Paulo, language was embraced as the study object of the discipline Portuguese, along with the conceptions of discourse genres by Bakhtin (2003), Marcuschi (2008), and Rojo (2000). Regarding the organization of the pedagogical work, a didactic sequence based on Schneuwly and Dolzs (2004) guidelines was planned aiming at the writing of an opinion article. The external Evaluations of Learning in Process in the first and in the second semesters were taken respectively as initial and final production. The activities in the didactic-pedagogical materials were selected when in keeping with the reflections on the characteristics of the genre opinion article proposed by Rodrigues (2000), Brakling (2000), among others. As to the teaching strategies of written production, the research resorted to the works of Antunes (2003) and Geraldi (1991), making evident the planning and preparation stages of the written production. The analysis of the productions, from an enunciative and interactional perspective of language, sought to reveal the linguistic-discursive strategies used by students in the construction of argumentation. In order to better understand the use of those strategies, Aristotles Rhetoric was resorted to, as well as the New Rhetoric, by Perelman and Olbrechts-Tyteca (1996). The results of the research suggest that there is a direct relation between the theoretical choices for the organization of the pedagogical work and the improvement observed in student writing. The teaching of argumentative genres proved relevant, as student-authors were able to take a critical stand towards the topics of the written assignments. Improvements were observed regarding text organization and productivity an effect of the reading and topic-related activities; on the other hand, the weak points of the specific activities for genre construction, alongside the problems related to the suggested plans, point to the reorientation of the work with opinion articles.

An area of research that has witnessed an enormous surge of research studies as well as extensive debates in the field of Teaching English to Speakers of Other Languages (TESOL), is the Written Corrective Feedback (WCF) concept and practices in English as a Foreign Language (EFL) or English as a Second Language (ESL) contexts. Over the past three decades, there has been a plethora of research studies on WCF, however, most studies had few limitations which necessitated a wider prospect into the various issues concerned with WCF. This research study, following an explanatory sequential mixed methods design, which was conducted in the Saudi context, brought a new angle into this heavily debatable area of research where a link was sought to bridge the gap between the teachers and students’ perceptions of WCF and their preferred WCF type in an EFL context taking advantage of a large number of participants to take part in a single study on WCF. Online teacher and learner questionnaires were utilised with the participation of 320, both male and female, EFL teachers, and 840 EFL male and female learners from Preparatory Year Program (PYP) at six government universities in Saudi Arabia. Then, semi-structured interviews with 10 EFL, male and female teachers and 10, male and female learners were conducted to explore their perceptions, attitudes and practices (in the case of the EFL teachers) towards this important issue in TESOL and where differences as well as agreements among the teachers and learners exist, so as to attempt to enlighten EFL/ESL professionals on various aspect of WCF as seen by both teachers and learners. Data analysis included quantitative analysis of the teacher and learner questionnaires as well as qualitative and thematic analysis of the transcribed interviews. The teachers, as well as the learners expressed high level of interest towards WCF. Similarly, the learners also believed that their overall language learning can be elevated by having a well-structured WCF which they need to be familiar with. Results of the data analysis also indicated that there are still some differences in the way teachers and learners perceive the WCF in general where teachers prefer coded WCF, whereas, learners prefer unfocussed WCF. There were positive unified agreements, however, between the EFL teachers and learners which gave the indication that there should be more discussions and research studies in order to reach a mutual understanding and a beneficial solution that aims to elevate the scope of TESOL teaching and learning. Furthermore, establishing writing centres at universities in Saudi Arabia where WCF is fully detailed for learners, may also represent an area for continued focus. Recommendations and suggestions for future research include conducting a similar research study in a different EFL context and compare the results to the outcome in this study.

Freestanding self-written polymer waveguides were fabricated between two single mode fibres by using free radical photopolymerization technique. Photo curing enables modification of the initial liquid monomer at the illuminated part of the photopolymerizable system to form a permanent solid polymer waveguide between the cores of the fibres. Three compound acrylate based monomer (PETA) and Norland optical adhesives (NOA) were used to fabricate polymer bridges. The two systems are cured by visible and UV respectively. The optical, mechanical and nonlinearity properties of freestanding self-written polymer waveguides were investigated. Polymer waveguides up to 600 μm long between two fibres were fabricated by unidirectional illumination. The optical power required for photopolymerization is sufficiently low that it is possible to use incoherent light source instead of laser, which also allows investigation of the optical transmission over a wide range of wavelengths from visible to NIR. Optical characterization showed that PETA waveguides have better optical transmission and insertion loss of about 1.2 dB was measured for the bridges up to 600 μm long at 1550nm. Some limitations prevented us to extend waveguide’s length beyond 600 μm, the bridges also showed poor adhesion quality particularly at the polymer/fibre interfaces which needed an action. In order to improve mechanical properties of polymer waveguides also to overcome bonding failure between fibre and polymer, the fibres were treated with adhesion promoter. The treatment together with bidirectional curing from both fibres improved mechanical and optical properties of the polymer waveguides. The insertion loss was reduced to 0.6 dB associated with bi-directionally cured 600 μm long waveguide. Nonlinear response of polymer waveguides was measured by coupling a high power ultra short pulse laser. Using bidirectional curing and inserting fibre ends into capillaries millimeter long waveguides with minimum loss of 1.1dB were fabricated. A long interaction length of polymer waveguide allows spectral broadening and self-phase modulation features to occur in response to the high power laser propagation through the polymer bridge. The spectral broadening in polymer waveguide was much broader than that of 1.5m plain fibre. The comparison of the results associated with maximum phase shift occurs in polymer with plain fibre revealed that the nonlinear coefficient of polymer material is about 1000 times larger than that of silica fibre.

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This essay discusses children's spontaneous exploration of the written language. The aims is toinvestigates preschool teachers perception of supporting children in the spontaneous exploration ofthe written language. The reason we want to find out preschool teachers perception is due to what wefound out in the previous research, which shows that the interaction between educators and childrenaffects how students perform. The method used is qualitative which was a semi-structured interview.We also did a short observation where we looked at how the written language was visible in theenvironment. We used this as a basis to one of the questions in the interview. The result and analysisof this essay shows that the teachers in this study perceive that many factors matters when theyshould support children in their exploration of the written language. Teachers perceive that theirapproach o and their design of the environment is main factors when it comes to their supporting ofchildren's’'s spontaneous exploration of the written language. Teachers perceive that their approachand their design of the environment is main factors when it comes to their supporting of children's’'sspontaneous exploration of the written language / <p>Godkännande datum: 2019-06-07</p>

Previous research has produced heterogeneous findings regarding the effectiveness of expressive writing in reducing grief symptomatology among the bereaved (e.g., Collison, 2016; Lichtenthal & Cruess, 2010; Stroebe et al., 2006). The purpose of this study was to address these mixed results by exploring the effects and linguistic characteristics of a novel writing task (i.e., the acrostic poem) among bereaved undergraduates, using an innovative data analysis technique (i.e., Linguistic Inquiry and Word Count). The current study recruited 68 undergraduates who had lost a loved one. Participants were randomly assigned to write over multiple days using the acrostic poem, emotional disclosure prompt, or a control writing prompt. Consistent with previous research, the results indicated no significant differences in grief between conditions over time; however, there were key group differences in linguistic content. Further, while all participants endorsed improvements in grief one week following the intervention, the participants returned to baseline one month later. Patterns of writing, coping, religiosity/ spirituality, physical symptoms, and grief in bereaved emerging adults were also assessed. The results suggest that while expressive writing might not be an effective intervention for the bereaved, the content of writing might provide clinicians some insight on psychological and spiritual processes at play in bereaved emerging adults.

This study was an effort to replicate and extend findings from our previous research, which suggested that the efficacy of tailored messages is influenced by high levels of content personalization within the message and by individuals trait expectancies about tailored interventions. We tested whether tailoring-related expectancies regarding smoking-cessation booklets could be altered via a brief expectancy-priming intervention, and whether this would enhance the impact of the cessation materials. A 2x2 factorial design crossed personalization level and expectancy priming on evaluation of the intervention content, readiness to quit smoking, cessation self-efficacy, cognitive processing, and progress towards quitting. Smokers (N = 205) were randomized to one of four cells in which they received a highly personalized (placebo tailored) or standard intervention. Participants in the priming conditions received a pre-intervention letter to enhance their expectations for either standard or tailored interventions. Post-priming expectancies were assessed 7-10 days later, and intervention booklets were subsequently mailed. Results demonstrated main effects of personalization on content evaluation, readiness to quit, cognitive processing, and behavioral progress towards quitting. That is, the personalized booklets were more efficacious than the standard booklets. A priming by personalization interaction on tailoring-related expectancies indicated that the expectancy manipulation was effective, and priming main effects were found for content evaluation, readiness to quit, and cognitive processing. Thus, enhancing smokers’ expectancies about their materials improved participants’ perceptions of the intervention and strengthened outcomes. Theoretical and applied implications are discussed.

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references. Also available in print.