Master of Arts / Department of Modern Languages / Douglas K. Benson / Students have opportunity to reach learner autonomy and achieve real world applications utilizing communicative competence, a learner centered environment and comprehensible input, incorporated into a unit for student success. The acquisition of language and culture is facilitated in the classroom environment with low affective filters and comprehensible input combining different learning strategies. The activities in this cultural thematic art unit engage student’s interest and activate his or her background knowledge, making meaningful connections with the unit content and their personal lives. Literature, paintings, grammar and vocabulary enable students to build communicative competence in L2. Language learners collaborate and engage in the target language while simultaneously learning about literature, history and culture and learning how artists and writers represent empathy for others as they process words by various Spanish speakers. Additionally, authentic texts and the use of technology enhance students’ linguistic performance. The unit begins with my teaching philosophy followed by a sequence of activities that allow students to process language while they study the consequences of war on those who are affected by it, and a brief section on potential learning outcomes for those who participate in the activities.

Made available in DSpace on 2016-04-28T19:34:42Z (GMT). No. of bitstreams: 1 Vanessa Paternostro Morales.pdf: 1615153 bytes, checksum: 9936575eb17123a9093f69c5f5e9634e (MD5) Previous issue date: 2009-10-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation mastership made on PostGraduation Studies of Pontifícia Universidade Católica de São Paulo, is a study of the organization and function of the orality as a language modality and also a study of the pedagogical aplication importance. Tradicionaly, the school has priviledged the writing as a study and teaching object. In these last years, however the development of linguistic investigation lines has given a bigger orality recognition, detaching its place as communicative interaction. Thus, the teaching instruction of the orality is more and more recognized and dispensable. The general objective of the study is to cooperate with the increasement of the linguistical development, proposing and discussing ways of pedagical approach in orality, as a social and discoursive practical. The specifcs objectives are: 1) identification of the structural and oral modality characteristics; 2) to show the relevance of the dialogical relation between orality and readind; 3) to reiterate the importance of the situacional, argumentation for a communicative interaction; 4) to make possible the observation of the linguistical variants, understanding and respecting theirs forming and using; 5) to present a proposal of orality teaching, beginning in a process of rewriting and from the characteristics of the investigation, looking at student communicative competence development. Two views give support to this research: The Conversation Analysis and the Interactional Sociolinguistic. The first one based the study of organization and the construction of the oral speech as a practice essentialy in context, the second one supported the understanding of the language complexity and theirs modalities as phenomenons interactives and dynamics / Esta dissertação de mestrado, realizada no Programa de Estudos Pós- Graduados da Pontifícia Universidade Católica de São Paulo, faz um estudo da organização e funcionamento da oralidade como modalidade de língua e da importância de sua aplicação pedagógica. Tradicionalmente, a escola tem privilegiado a escrita como objeto de estudo e de ensino. Nos últimos anos, no entanto, o desenvolvimento de linhas de investigação lingüística tem possibilitado maior reconhecimento da oralidade, destacando seu papel como forma de interação comunicativa. Assim, a introdução do ensino da oralidade tem sido cada vez mais reconhecida como necessária. Este trabalho tem como objetivo geral contribuir para uma perspectiva de formação lingüística mais ampla, propondo e discutindo caminhos para a abordagem pedagógica da oralidade como prática social e discursiva. Os objetivos específicos são: 1) identificar as características estruturais e funcionais da modalidade oral; 2) mostrar a relevância da relação dialógica entre oralidade e escrita; 3) reiterar a importância da contextualização situacional para a interação comunicativa; 4) possibilitar a observação das variantes lingüísticas, compreendendo e respeitando sua formação e uso; 5) apresentar uma proposta para o ensino da oralidade, a partir do processo de retextualização e dos dados obtidos nesta investigação, visando ao desenvolvimento da competência comunicativa do aluno. Duas teorias dão sustentação a esta pesquisa: a Análise da Conversação e a Sociolingüística Interacional. A primeira fundamentou o estudo da organização e construção do discurso oral, como pratica essencialmente contextualizada; a segunda subsidiou o entendimento da complexidade da língua e de suas modalidades como fenômenos interativos e dinâmicos

Submitted by Luis Ricardo Andrade da Silva (lrasilva@uefs.br) on 2017-11-28T23:13:40Z No. of bitstreams: 1 Disserta??o - Cacilda.pdf: 7425322 bytes, checksum: cbdb11713a263575d4d325f5cff062f0 (MD5) / Made available in DSpace on 2017-11-28T23:13:40Z (GMT). No. of bitstreams: 1 Disserta??o - Cacilda.pdf: 7425322 bytes, checksum: cbdb11713a263575d4d325f5cff062f0 (MD5) Previous issue date: 2016-12-12 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This educational intervention proposal is the product of Course Completion performed in the scope of the Professional Master of Arts (PROFLETRAS) of the State University of Feira de Santana (UEFS). It consists of applying listening activities of formal and informal testimonials in order to promote reflection on the language and contribute to the development of oral communication skills of the students, so necessary for the socio-affective practice of the individual. These reflections also undergo retextualization activities, they discuss themes such as linguistic diversity and the relations between speech and writing in an approach that represents an improvement when considering the guidelines introduced by the textbooks. The proposal in question is based on the design of interactive language - dialogue space that enables social practice of all kinds of acts - contrary to the approach of orality in the classroom as an excuse to practice reading and writing Marcuschi (1997, 2005a , 2005b); Marcuschi and Dion?sio (2007); Dolz; Schneuwly (2004); Bentes (2010); BRAZIL (1997, 1998); Oliveira (2012); Bortoni-Ricardo (2004), Bronckart (2003); Machado (2007). The didactic sequence (DS) - structured in modules - was applied to a group of 6th grade of elementary level from a public school of S?o Domingos in the state of Bahia, during the period of two months, totalizing 26h/classes. The material obtained in the DS and analyzed in this work - audio, video and written texts ? were obtained from the study subjects. The results of the intervention point that working with oral communication in the classroom, from the active listening texts, is productive and that the choice of testimony genre sparked interest and developed the creativity of students, becoming apparent in their productions, their progress regarding the oral competence. It is believed that if the DS were applied in greater time it would give more significant results. The research material is available in a repository for those who are interested in the discussions on the teaching of orality and concerned about the development of the oral competence of their students. The idea is that the proposal presented here add to other orality teaching proposals specifically, and mother tongue teaching, more broadly, in order to improve basic education and the life quality of students, expanding their communicative competence and making them, therefore, able to move around within the society without difficulty, mastering the resources and language mechanisms, understanding the meanings and senses that come to her. / Esta proposta de interven??o pedag?gica ? produto do Trabalho de Conclus?o de Curso realizado no ?mbito do Mestrado Profissional em Letras (PROFLETRAS) da Universidade Estadual de Feira de Santana (UEFS). Consiste na aplica??o de atividades de escuta de depoimentos formais e informais, a fim de promover reflex?es sobre a l?ngua, colaborando para o desenvolvimento da compet?ncia comunicativa oral dos alunos, t?o necess?ria ? pr?tica social efetiva do indiv?duo. Essas reflex?es passam tamb?m por atividades de retextualiza??o, discutindo temas como diversidade lingu?stica e rela??es entre fala e escrita, numa abordagem que representa um avan?o, quando se consideram as orienta??es trazidas pelos livros did?ticos. A proposi??o em quest?o se fundamenta na concep??o de l?ngua interativa, contr?ria ? abordagem da oralidade em sala de aula como pretexto para a pr?tica de leitura e escrita. Nesse sentido, o aporte te?rico vem de estudos dos PCN (1997), (1998); Marcuschi (1997, 2005a, 2005b); Marcuschi e Dion?sio (2007); Dolz; Schneuwly (2004); Bentes (2010); BRASIL (1997, 1998); Oliveira (2012); Bortoni-Ricardo (2004), Bronckart, (2003); Machado (2007). A sequ?ncia did?tica (SD) foi aplicada em uma turma do 6? ano do Ensino Fundamental de uma escola municipal de S?o Domingos, Bahia, no per?odo de dois meses, totalizando 26h/aulas. O material obtido na SD e analisado nesta disserta??o trata-se de ?udios, v?deos e retextualiza??es, obtidos dos sujeitos da pesquisa. Os resultados da interven??o apontam que o trabalho com a oralidade em sala de aula, a partir da escuta ativa de textos ? produtivo e que a escolha do g?nero depoimento despertou o interesse e desenvolveu a criatividade dos alunos, ficando evidente, em suas produ??es, seu avan?o no que diz respeito ? compet?ncia oral. Acredita-se que, aplicada em maior espa?o de tempo, a SD daria resultados ainda mais significativos. O material da pesquisa fica dispon?vel em um reposit?rio para quem tenha interesse nas discuss?es sobre ensino de oralidade e se preocupe com o desenvolvimento da compet?ncia oral de seus alunos. A ideia ? que a proposta aqui apresentada some-se a outras propostas de ensino de oralidade, mais especificamente, e de ensino de l?ngua materna, de maneira mais ampla, tendo em vista a melhoria da Educa??o B?sica e da qualidade de vida dos alunos, ampliando-lhes a compet?ncia comunicativa e tornando-os, com isso, capazes de movimentar-se, sem maiores dificuldades, dentro da sociedade, dominando os recursos e mecanismos da l?ngua, compreendendo os significados e sentidos que chegam at? ela.

Swedes’ proficiency in English is often high up in the world rankings among the countries in which English is an L2[1]. Learners of English are routinely tested in the Swedish school system, using standardized national tests to measure how well students are doing nationwide, whilst also providing teachers with sometimes essential assistance in grading students’ language skills. At the end of year 9, students should have developed “all-round communicative skills”. But how do we determine what having “all-round communicative skills” constitutes? What are learners’ attitudes towards and perception of what they learn, how they learn it and their own present ability? What are some areas in which they believe they can improve the most, and is there a preferred way to learn a specific skill? Is communicative competence even focused on in the classroom, and if it is – how and how often? The purpose of this study is threefold: to identify how communicatively competent students in year 9 consider themselves in comparison to their peers; how much they believe that they work with communicative competence in school; and what they perceive to be their weakness and area of communicative competence that could be improved most. Secondarily, are there any differences in what is believed to be focused on in class between students and teachers? To answer these questions, an overview of the aspects that together constitutes being communicatively competent based on relevant previous research will be provided. The aims of English as a school subject in Swedish schools are studied in order to see what the goals are, according to the curriculum. After collecting data using interviews and a questionnaire, results indicate that students are not always aware of when and how classroom activities are designed to improve communicative competence. Students in general also seemingly have a varying opinion on what areas they have the most potential for improvement in. There is thus a disparity between learners’ expectations and perception of their own needs, and teachers’ opinions of what requires improvement and how learning of communicative skills is best done. [1] In the writing process, a decision was made to call English an L2 and not a FL throughout the study, since they are still trying to learn another language than their L1 in either case (Yule, 2014, p. 187).

L’agir des enseignants de français langue étrangère au Botswana met en avant le développement des compétences écrites des élèves. Les activités orales servent de moyens pour systématiser les savoirs linguistiques. Or, dans un contexte où l’objectif d’enseigner le français vise le développement de la compétence de communication, l’oral est objet et moyen d’enseignement. L’objectif de cette recherche est de savoir dans quelle mesure une formation à la méthodologie d’enseignement de l’oral permettrait d’améliorer l’agir enseignant afin de développer les compétences orales des élèves. Pour ce faire, nous proposons un dispositif de formation à l’enseignement de l’oral sous forme de séquence didactique. Il s’appuie sur les principes de l’approche communicative/actionnelle, ainsi que des postures d’étayages développées par Bucheton (2009). L’approche clinique/expérimentale nous permet, dans une perspective comparative, d’observer et de filmer l’action enseignante, sans puis avec ce dispositif, afin de déterminer les moyens mis en œuvre par les enseignants pour enseigner l’oral. Les entretiens d’autoconfrontation simple et d’alloconfrontation nous donnent l’accès aux motifs qui poussent les enseignants à agir. Les résultats indiquent que la seule stratégie discursive employée par les enseignants, l’alternance codique, détermine la posture d’étayage qu’ils adoptent et par conséquent le développement des compétences orales des élèves. Il est, de ce fait, primordial si l’on veut former les enseignants à l’enseignement de l’oral dans un contexte multilingue, d’y intégrer la didactique de l’alternance codique. / Teacher action in french as a foreign language classrooms of Botswana concentrates on the development of learners’ written skills. Oral activities are used to reinforce the teaching of grammar. However, in a context where language is taught for the purpose of developing learner’s communicative competence, oral skills constitute the means and the end. This research seeks to determine in what way the training of teachers to the didactics of oral skills could improve teacher action in order to develop learner’s oral skills. We therefore propose a training model to teachers, which is inspired by the communicative/task based learning. The clinical/experimental approach, is used to observe and video record teachers in action: first without the training model and then with the training model. Autoconfrontation and alloconfrontation interviews help understand the motives behind teacher’s action. The results indicate that, code switching; the only discourse strategy used by teachers, determines the posture that they adopt and consequently the development of learners’ oral skills. It is as a result important, if we want to train teachers on how to teach oral skills in a multilingual context, to integrate the didactics of code switching to the training model.

Syftet med denna litteraturstudie är att utreda vad aktuell forskning säger om undervisningen i muntlig framställning i gymnasieskolan. I studien har tidigare forskning inom området systematiskt samlats in och analyserats. Resultatet visar att muntlig framställning ofta får mycket begränsat undervisningsutrymme i den svenska gymnasieskolan. I svenskämnet tycks den muntliga delen oftast åsidosättas till fördel för skriftliga aktiviteter samt litteraturarbete. Trots att forskning förespråkar systematisk talträning och metakunskap för utveckling av muntlig kommunikativ kompetens, tycks denna typ av undervisning få begränsat utrymme i arbetet med muntliga framställningar. Elever efterfrågar mer undervisning i muntlig framställning samt utvidgad respons och vägledning från lärare. Genom jämförelser med internationella studier kan det konstateras att finns likartad problematik även i andra länder. / <p>Svenska</p>

本研究在探討主題式教學法對台灣國小學生英語口說溝通能力之成效以及此教學法對學生英語學習態度與動機的影響。此研究以來自雲林縣某國小五年級二個班級學生為研究對象，這兩班級隨機指派為實驗組跟對照組。實驗組實施主題式口語教學法而對照組則實施傳統口語教學法，每週均上課一次。經過12週的教學後，兩組皆進行英語口說能力測驗並施以英語學習態度與動機問卷。研究結果顯示學生受過主題式教學法學習後在口說溝通能力有顯著進步，而且其英語學習態度與動機也有正向的改變。希望本研究結果能為英語老師在教學實務上提供助益。 / The present study mainly aimed at investigating the effects of theme-based oral instruction (TBOI) on elementary school students’ oral communicative competence. Meanwhile, this paper also aimed at examining learners’ perceptions of the use of TBOI, and the changes of learners’ attitudes and motivation towards English learning after the implementation of TBOI. Two fifth-grade classes in a public elementary school in Yunlin County were randomly assigned to be the experimental group and the control group. The experimental group received TBOI, while the control group took the traditional oral instruction once a week. After the 12-week treatment, an English oral proficiency test and an English learning attitudes and motivation questionnaire were administered to examine learners’ oral communicative competence and their learning attitudes and motivation respectively. The findings showed that TBOI had helped learners gain significant progress on oral communicative competence, and that the learning attitudes and motivation towards English learning had changed positively after the treatment of TBOI. Hopefully, the findings of the study may provide English teachers with some useful pedagogical implications.

<p>Ett av målen i skolans läroplan är att eleverna utvecklar en kommunikativ och social kompetens. Enligt kursplanen för engelska B kurs, skall eleverna bland annat ha utvecklat en förmåga att kunna anpassa språket beroende på den situation eleven befinner sig i. Det indefinita pronomenet man är vanligt förekommande i det svenska språket. Att översätta detta ord fordrar en förståelse av situation såväl som av register. Undersökningen går ut på att ta reda på hur eleverna hanterar översättningen av man och om de vet när situationen fordrar formellt eller informellt språk. Resultatet visar att de kan hantera översättningen i de flesta avseenden även om de inte fått mycket undervisning om problemet. Valet av you som motsvarighet till man är dock övervägande och eftersom detta val signalerar informalitet kan kommunikationen påverkas.</p> / <p>One of the goals of the Swedish national curriculum is that students develop a communicative and social competence. According to the English B-level syllabus, the students should among other things develop their ability to adjust language use to the situation. The indefinite pronoun man is a frequent occurrence in the Swedish language. Translating this word requires an understanding of situation as well as register. The study examines how the students handle the translation of man and if they know when the situation requires formal or informal language. The result shows that they can handle the translation in most cases even though they have not been given much instruction on the problem. However, the choice of you as a correspondence to man is predominant, and since this choice signals informality communication might be affected.</p>

<p>AbstractTitle: Communicative leadership – a leadership for modern organizationsQualitative research attempting to define the concept.(Kommunikativt ledarskap – ett ledarskap för moderna organisationerKvalitativ studie med ansats att definiera begreppet.)Author: Jenny AxällAim: The aim of this essay is to try to find the essence of and a definition of the communicative leadership. Questions asked are: How can communicative leadership be described? How can it be practiced? What does it demand of those who practice it? What organizational conditions are required? And what results and performances can this leadership lead to?Method: Qualitative explorative research method. The study contains an academic lit-erature review of the science of leadership and communication in general and the more specific communicative leadership. It also includes two personal in-terviews. After analysing the interviews, the result is compared with the litera-ture and discussed in the last chapter. The essay concludes with a definition of communicative leadership.Main results: The following definition of communicative leadership was formulated after concluding the study: In communicative leadership communication is used as the main means of control in order to create joint action and thereby excellent company results. The leadership is based on a conscious and open communication that leads to understanding and participation among employees, as well as to sound and thoroughly founded decisions and well-informed business development. The leadership is constantly practised in formal and informal conversation and dialogue situations where true exchange of opinions and sense making is de-sired. For the communicative leader the employees are the most valuable re-sources in the organization. He or she assumes that employees want to suc-ceed, and will do so, if the right conditions are in place. The communicative leader wants to lead and inspire, emanates joy and comfort, and receives as manager the trust of being a leader.Number of pages: 63Course: Media and Communications Studies DUniversity: Division of Media and Communication, Department of Information Science, Uppsala UniversityDate of submission: 2005-01-17, autumn term of 2004Tutor: Professor Lowe HedmanKeywords: Communicative leadership, communicative competence, communicative fol-lowership, communicative processes, decentralized organizations, leadership, organizational culture, internal communication, definition of leadership.</p>

AbstractTitle: Communicative leadership – a leadership for modern organizationsQualitative research attempting to define the concept.(Kommunikativt ledarskap – ett ledarskap för moderna organisationerKvalitativ studie med ansats att definiera begreppet.)Author: Jenny AxällAim: The aim of this essay is to try to find the essence of and a definition of the communicative leadership. Questions asked are: How can communicative leadership be described? How can it be practiced? What does it demand of those who practice it? What organizational conditions are required? And what results and performances can this leadership lead to?Method: Qualitative explorative research method. The study contains an academic lit-erature review of the science of leadership and communication in general and the more specific communicative leadership. It also includes two personal in-terviews. After analysing the interviews, the result is compared with the litera-ture and discussed in the last chapter. The essay concludes with a definition of communicative leadership.Main results: The following definition of communicative leadership was formulated after concluding the study: In communicative leadership communication is used as the main means of control in order to create joint action and thereby excellent company results. The leadership is based on a conscious and open communication that leads to understanding and participation among employees, as well as to sound and thoroughly founded decisions and well-informed business development. The leadership is constantly practised in formal and informal conversation and dialogue situations where true exchange of opinions and sense making is de-sired. For the communicative leader the employees are the most valuable re-sources in the organization. He or she assumes that employees want to suc-ceed, and will do so, if the right conditions are in place. The communicative leader wants to lead and inspire, emanates joy and comfort, and receives as manager the trust of being a leader.Number of pages: 63Course: Media and Communications Studies DUniversity: Division of Media and Communication, Department of Information Science, Uppsala UniversityDate of submission: 2005-01-17, autumn term of 2004Tutor: Professor Lowe HedmanKeywords: Communicative leadership, communicative competence, communicative fol-lowership, communicative processes, decentralized organizations, leadership, organizational culture, internal communication, definition of leadership.