Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xvi, 237 p.; also includes graphics. Includes bibliographical references (p. 229-237).

This thesis describes the experimental work carried out as part of the Learning to be Human Project, investigating skill and learning in early flaked stone technologies. A group of 16 volunteers were studied as they learnt skills in Oldowan style flaking, Acheulean handaxe technology and Levallois preferential flake technologies. Aptitude, practice hours and hours spent in taught sessions were recorded and skill in each of these technologies was assessed at regular intervals. This information was used to answer questions concerning the acquisition of high level skill in these technologies, the role of practice, teaching and aptitude in determining skill in terms of connaissance and savoir-faire and the archaeological visibility of skill. At a more in depth level the significance of these findings for cognitive capacities of early hominins and the evolution of modern human brains and intelligence was assessed. The results of these experiments allowed the identification of the greater impact of teaching on Acheulean handaxe and Levallois technology compared to Oldowan style flaking. Technologically focussed teaching was shown to be essential for achieving high level skill in handaxe technology while all knapping contributed to the skill achieved in Oldowan style flaking and Levallois technology. In terms of aptitude, previous craft experience and contact with flaked stone assemblages most affected skill achieved in handaxe and Oldowan technologies while spatial ability best determined skill in Levallois. The findings of the connaissance and savoir-faire analysis have indicated that the differences seen between Oldowan and Acheulean technology are predominantly physical in nature, while the differences between Levallois and the earlier technologies are cognitive. This suggests a greater cognitive capacity for the Neanderthal Levallois manufacturers in contrast with the earlier hominin species. The results have, however, highlighted problems with a strict dichotomy between physical and cognitive skills. A number of material markers that could be related to skill were identified. Future work has been identified that could provide a fuller understanding of these findings.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 70-81).

Thesis (Ph.D.(Educational Psychology))--University of Pretoria, 2009. / Includes bibliographical references.

Made available in DSpace on 2014-06-11T19:25:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-01-15Bitstream added on 2014-06-13T18:53:29Z : No. of bitstreams: 1 manfio_ak_me_assis.pdf: 1042336 bytes, checksum: 8d1c2f30c20e568ef5a5974b7c2eb6ce (MD5) / O objeto de estudo desta pesquisa é o uso dos conectores discursivos nas produções escritas de aprendentes universitários, falantes de Português Brasileiro, alunos do Curso de Letras que estudam formalmente o Espanhol como Língua Estrangeira há 1 ano e 6 meses. Pretendemos perscrutar o uso correto e incorreto dos conectivos, nesses textos, para conhecer as dificuldades enfrentadas pelos estudantes no processo de aquisição/aprendizagem de uma Língua Estrangeira tão próxima à sua Língua Materna. Os dados que conformam o corpus de investigação são descritos e analisados por meio do modelo de pesquisa da Análise de Erros, fundamentado pela Pragmática e pela Análise do Discurso. Foram examinados 36 textos de 6 sujeitos, amostra representativa de 130 produções dos informantes com idade entre 19 e 35 anos. Trata-se de um estudo sincrônico, longitudinal e seccional por amostragem que acompanhou os participantes do 3º ao 4º ano do Curso de Letras de uma universidade pública de Mato Grosso do Sul, ofertado na cidade de Dourados. / The objective of study of this research is the use of the discourse connectors in writing productions of university learners, Brazilian Portuguese speakers, students from Letters Course who formally are studying Spanish as a foreign language for a year and a half. We objectified to investigate the correct and incorrect use of the connectives in those texts to recognize the difficulties faced by the students in the process of acquisition/learning of a so close foreign language of their native language. The data which conform the corpus of the investigation are described and analyzed through the pattern of research on Errors Analysis, well-founded by the Pragmatic and the Discourse Analysis. The representative cast of 130 productions by informers with the ages between 19 and 35, were analyzed 36 texts with 6 subjects. This is a matter of a longitudinal synchronous study through the sampling which went along with the announcers from junior and senior of the Letters Course of a public university in Mato Grosso do Sul, offered by the City of Dourados.

Esta pesquisa, concebida como um estudo de caso de natureza qualitativa e de base etnográfica (ANDRÉ, 2003; NUNAN, 1992; SEVERINO, 2007), tem como objetivo geral investigar o processo da aquisição/aprendizagem da língua inglesa durante os momentos lúdicos em um grupo de criança entre três e quatro anos, buscando compreender como esses momentos contribuem para o desenvolvimento dos principais aspectos constituintes da formação do sujeito criança. Por meio deste entendimento, intencionamos possibilitar ao(s) docente(s) que participa(m) ativamente do referido processo, melhor desenvolver sua atividade profissional. O trabalho parte da discussão do cenário global em nossa contemporaneidade, destacando os principais aspectos que podem ser relacionados ao papel que o Inglês ocupa atualmente. Para tanto, apoiamo-nos em alguns autores que discorrem sobre o tema: Robertson (1994), Mcgrew (2001), Gradoll (1997), Crystal (2000), entre outros. A partir desta compreensão, trouxemos o panorama brasileiro e algumas considerações em relação ao ensino do Inglês em nosso país. Alicerçados nos pressupostos da teoria histórico-cultural erigidos por Vygotsky (1998, 1999, 2007) discutimos o papel do professor como mediador num contexto de imersão total na segunda língua, além de outros conceitos vygotskianos (a função da linguagem, a importância da brincadeira na pré-escola, as possibilidades de aprendizagem dentro da Zona de Desenvolvimento Proximal, dentre outros). Analisamos o papel que a língua exerce como instrumento e resultado dentro da aquisição/aprendizagem e as várias formas do brincar considerando o sujeito em seu contexto social juntamente com os aspectos cognitivos, afetivos e sociais. O referencial teórico também está embasado na teoria psico-genética e outros estudos de Wallon (1971, 1975, 2008, 2007), que contribuem ao falar sobre o desenvolvimento integral da criança, incluindo suas particularidades nos aspectos emocionais, motores e sociais. Discorremos também sobre as várias concepções e significados acerca do brincar (LEONTIÈV, 1988; KISHIMOTO, 2007; HUIZINGA, 2012; BROUGÈRE, 1998; BODROVA, 2007; BRUNER, 1983) para, inseridos neste contexto do brincar, analisarmos as primeiras possibilidades de aquisição/aprendizagem da língua segunda resgatando alguns estudos realizados por Lightbown e Spada (2011), Cameron (2001) e Bruner (1983). Evidenciamos, a partir de nossa análise, que a mediação com base nas interações entre as professoras e as crianças foi fundamental para desenvolver ambos os aspectos: aquisição/aprendizagem de uma nova língua e o desenvolvimento dos aspectos sociais e afetivos em momentos lúdicos inseridos no contexto de imersão bilíngue. Neste sentido, reflexões que envolvam o tempo e espaço destinados aos momentos lúdicos e às interações na nova língua são fundamentais para que o trabalho pedagógico abarque as diversas habilidades e necessidades componentes da formação integral da criança. Consequentemente, a aquisição/aprendizagem poderá também avançar de forma gradativa e natural, respeitando cada etapa e as características da faixa etária das crianças observadas em nosso trabalho. / This research, conceived as a qualitative and ethnographic case study (ANDRÉ, 2003; NUNAN, 1992; SEVERINO, 2007), aims to investigate the process of acquisition/learning of the English language during the playful moments in a group of children between three and four years old, understanding how these moments contribute to the development of the main constituent aspects of the formation of the child. Through this understanding, we intend to enable the teacher(s) who actively participate in this process, to better develop their professional activity. The study starts from the discussion of the global scenario in our contemporaneity, highlighting the main aspects that may be related to the role that English currently occupies. In order to do so, the discussion was based on some authors who contribute to the theme: Robertson (1994), Mcgrew (2001), Gradoll (1997), Crystal (2000), among others. From this understanding, we have brought the Brazilian panorama, and some considerations regarding the teaching of English in our country. Based on the assumptions of historical-cultural theory erected by Vygotsky (1998, 1999, 2007) we discuss the role of the teacher as mediator in a context of total immersion in the second language, as well as other Vygotskian concepts (the function of language, the importance of playing in the preschool, the possibilities of learning within the Zone of Proximal Development, among others). We analyze the role that language plays as an instrument and result within the acquisition/learning, and the various forms of playing considering the subject in his/her social context along with the cognitive, affective and social aspects. The theoretical framework is also based on psycho-genetic theory and other studies by Wallon (1971, 1975, 2008, 2007), which contribute to the child\'s whole development, including emotional, motor and social aspects. We also discoursed about the various conceptions and meanings about playing (LEONTIÈV, 1988; KISHIMOTO, 2007; HUIZINGA, 2012; BROUGÈRE, 1998; BODROVA, 2007; BRUNER, 1983) to, from this context of playing, analyze the first second language acquisition/learning possibilities retaking some studies carried out by Lightbown and Spada (2011), Cameron (2001), and Bruner (1983). From our analysis, we showed that mediation based on the interactions among teachers and children was fundamental to develop both aspects: Acquisition/Learning of a new language, and the development of social and affective aspects in playful moments inserted in the context of bilingual immersion. In this sense, reflections that involve the time and space destined to playful moments, and to the interactions in the new language are fundamental so that the pedagogical work embraces the diverse abilities and needs components of the integral formation of the child. Consequently, acquisition/learning could also progress in a gradual and natural way, respecting each stage and the characteristics of the age range of the children observed in our work.

Esta pesquisa, concebida como um estudo de caso de natureza qualitativa e de base etnográfica (ANDRÉ, 2003; NUNAN, 1992; SEVERINO, 2007), tem como objetivo geral investigar o processo da aquisição/aprendizagem da língua inglesa durante os momentos lúdicos em um grupo de criança entre três e quatro anos, buscando compreender como esses momentos contribuem para o desenvolvimento dos principais aspectos constituintes da formação do sujeito criança. Por meio deste entendimento, intencionamos possibilitar ao(s) docente(s) que participa(m) ativamente do referido processo, melhor desenvolver sua atividade profissional. O trabalho parte da discussão do cenário global em nossa contemporaneidade, destacando os principais aspectos que podem ser relacionados ao papel que o Inglês ocupa atualmente. Para tanto, apoiamo-nos em alguns autores que discorrem sobre o tema: Robertson (1994), Mcgrew (2001), Gradoll (1997), Crystal (2000), entre outros. A partir desta compreensão, trouxemos o panorama brasileiro e algumas considerações em relação ao ensino do Inglês em nosso país. Alicerçados nos pressupostos da teoria histórico-cultural erigidos por Vygotsky (1998, 1999, 2007) discutimos o papel do professor como mediador num contexto de imersão total na segunda língua, além de outros conceitos vygotskianos (a função da linguagem, a importância da brincadeira na pré-escola, as possibilidades de aprendizagem dentro da Zona de Desenvolvimento Proximal, dentre outros). Analisamos o papel que a língua exerce como instrumento e resultado dentro da aquisição/aprendizagem e as várias formas do brincar considerando o sujeito em seu contexto social juntamente com os aspectos cognitivos, afetivos e sociais. O referencial teórico também está embasado na teoria psico-genética e outros estudos de Wallon (1971, 1975, 2008, 2007), que contribuem ao falar sobre o desenvolvimento integral da criança, incluindo suas particularidades nos aspectos emocionais, motores e sociais. Discorremos também sobre as várias concepções e significados acerca do brincar (LEONTIÈV, 1988; KISHIMOTO, 2007; HUIZINGA, 2012; BROUGÈRE, 1998; BODROVA, 2007; BRUNER, 1983) para, inseridos neste contexto do brincar, analisarmos as primeiras possibilidades de aquisição/aprendizagem da língua segunda resgatando alguns estudos realizados por Lightbown e Spada (2011), Cameron (2001) e Bruner (1983). Evidenciamos, a partir de nossa análise, que a mediação com base nas interações entre as professoras e as crianças foi fundamental para desenvolver ambos os aspectos: aquisição/aprendizagem de uma nova língua e o desenvolvimento dos aspectos sociais e afetivos em momentos lúdicos inseridos no contexto de imersão bilíngue. Neste sentido, reflexões que envolvam o tempo e espaço destinados aos momentos lúdicos e às interações na nova língua são fundamentais para que o trabalho pedagógico abarque as diversas habilidades e necessidades componentes da formação integral da criança. Consequentemente, a aquisição/aprendizagem poderá também avançar de forma gradativa e natural, respeitando cada etapa e as características da faixa etária das crianças observadas em nosso trabalho. / This research, conceived as a qualitative and ethnographic case study (ANDRÉ, 2003; NUNAN, 1992; SEVERINO, 2007), aims to investigate the process of acquisition/learning of the English language during the playful moments in a group of children between three and four years old, understanding how these moments contribute to the development of the main constituent aspects of the formation of the child. Through this understanding, we intend to enable the teacher(s) who actively participate in this process, to better develop their professional activity. The study starts from the discussion of the global scenario in our contemporaneity, highlighting the main aspects that may be related to the role that English currently occupies. In order to do so, the discussion was based on some authors who contribute to the theme: Robertson (1994), Mcgrew (2001), Gradoll (1997), Crystal (2000), among others. From this understanding, we have brought the Brazilian panorama, and some considerations regarding the teaching of English in our country. Based on the assumptions of historical-cultural theory erected by Vygotsky (1998, 1999, 2007) we discuss the role of the teacher as mediator in a context of total immersion in the second language, as well as other Vygotskian concepts (the function of language, the importance of playing in the preschool, the possibilities of learning within the Zone of Proximal Development, among others). We analyze the role that language plays as an instrument and result within the acquisition/learning, and the various forms of playing considering the subject in his/her social context along with the cognitive, affective and social aspects. The theoretical framework is also based on psycho-genetic theory and other studies by Wallon (1971, 1975, 2008, 2007), which contribute to the child\'s whole development, including emotional, motor and social aspects. We also discoursed about the various conceptions and meanings about playing (LEONTIÈV, 1988; KISHIMOTO, 2007; HUIZINGA, 2012; BROUGÈRE, 1998; BODROVA, 2007; BRUNER, 1983) to, from this context of playing, analyze the first second language acquisition/learning possibilities retaking some studies carried out by Lightbown and Spada (2011), Cameron (2001), and Bruner (1983). From our analysis, we showed that mediation based on the interactions among teachers and children was fundamental to develop both aspects: Acquisition/Learning of a new language, and the development of social and affective aspects in playful moments inserted in the context of bilingual immersion. In this sense, reflections that involve the time and space destined to playful moments, and to the interactions in the new language are fundamental so that the pedagogical work embraces the diverse abilities and needs components of the integral formation of the child. Consequently, acquisition/learning could also progress in a gradual and natural way, respecting each stage and the characteristics of the age range of the children observed in our work.

The purpose of this study is to evaluate the English teaching program at G&uuml / lhane Military Medical Faculty and suggest a new program based on the Monitor Model. The study, as an example of a systematic study of a language program and that of a proposed syllabus, is expected to aid the practice of English Language Teaching in Turkey. The data sources were 230 students, 25 doctors and 7 teachers. The data analysis showed that students do not like the contents of the course books. Students reported speaking and reading as priority skills. To understand and translate medical material, to get an overseas assignment, to talk to foreigners and to follow lectures were the common language-related goals. Students&amp / #8217 / , institution&amp / #8217 / s and doctors&amp / #8217 / needs and goals and available resources were surveyed and a new second language teaching program was suggested for Phase 1. A general curriculum model and a program design model were also suggested together with the syllabuses for Phase 1. In the suggested program, grammar, writing and other conscious learning activities are separated from comprehension or (subconscious) acquisition-based activities. The suggested design has three topic-based syllabuses organized in modular format for three levels: Advanced, intermediate and elementary. For the majority advanced level classes new materials need to be developed and for elementary and intermediate levels new course books are suggested. A sample module was prepared, piloted and the results are discussed. The piloted module was found better than the previous form of the lessons both by the students and the teachers.

Orientador: Ester Myrian Rojas Osorio / Banca: Ana Mariza Benedetti / Banca: Maria de Lourdes Otero Brabo Cruz / Resumo: O objeto de estudo desta pesquisa é o uso dos conectores discursivos nas produções escritas de aprendentes universitários, falantes de Português Brasileiro, alunos do Curso de Letras que estudam formalmente o Espanhol como Língua Estrangeira há 1 ano e 6 meses. Pretendemos perscrutar o uso correto e incorreto dos conectivos, nesses textos, para conhecer as dificuldades enfrentadas pelos estudantes no processo de aquisição/aprendizagem de uma Língua Estrangeira tão próxima à sua Língua Materna. Os dados que conformam o corpus de investigação são descritos e analisados por meio do modelo de pesquisa da Análise de Erros, fundamentado pela Pragmática e pela Análise do Discurso. Foram examinados 36 textos de 6 sujeitos, amostra representativa de 130 produções dos informantes com idade entre 19 e 35 anos. Trata-se de um estudo sincrônico, longitudinal e seccional por amostragem que acompanhou os participantes do 3º ao 4º ano do Curso de Letras de uma universidade pública de Mato Grosso do Sul, ofertado na cidade de Dourados. / Abstract: The objective of study of this research is the use of the discourse connectors in writing productions of university learners, Brazilian Portuguese speakers, students from Letters Course who formally are studying Spanish as a foreign language for a year and a half. We objectified to investigate the correct and incorrect use of the connectives in those texts to recognize the difficulties faced by the students in the process of acquisition/learning of a so close foreign language of their native language. The data which conform the corpus of the investigation are described and analyzed through the pattern of research on Errors Analysis, well-founded by the Pragmatic and the Discourse Analysis. The representative cast of 130 productions by informers with the ages between 19 and 35, were analyzed 36 texts with 6 subjects. This is a matter of a longitudinal synchronous study through the sampling which went along with the announcers from junior and senior of the Letters Course of a public university in Mato Grosso do Sul, offered by the City of Dourados. / Mestre

Sammanfattning på tyska: Das Ziel unserer Untersuchung besteht darin, den Mythos, dass deutsche Grammatik schwer ist, zu erforschen. Wir möchten herausfinden, inwieweit er noch existiert und durch welche Faktoren er verbreitet wird. Unsere Vermutungen sind unter anderem, dass der Mythos eventuell durch ältere Generationen weiter vererbt wird oder dass er auf die Unterrichtsform der Lehrer zurückzuführen ist. Unsere Untersuchung basiert auf einem Umfragebogen und einigen Interviews, in denen wir insgesamt 82 Schüler befragt haben. Das Resultat unserer Studie zeigt, dass der Mythos durch die Jugendlichen selber verbreitet wird, aber auch von denen, die nie Deutsch gelernt haben. Die Grammatik wird zwar als schwer angesehen, aber auch als nicht unmöglich zu lernen bezeichnet. Für den Unterricht haben wir festgestellt, dass es für den Lehrer wichtig ist, die Methoden zu variieren und Grammatik auf natürliche Art und Weise in den Deutschunterricht einfließen zu lassen. Es ist außerdem von Bedeutung, dass die Lehrer den Schülern unterschiedliche Lernstrategien vorstellen, um ein bewusstes und effektives Lernen zu gewährleisten.