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L'objectif de cette étude est de contribuer à explorer le changement dans les représentations des enseignants quant à la rétroaction corrective (RC), et ce, afin de mieux informer les programmes de formation des enseignants. Pour atteindre cet objectif, nous avons tenté d’apporter des éléments de réponse aux questions de recherche suivantes (1) quelles représentations relatives à la RC les futurs enseignants Algériens de français langue étrangère (FLE) détenaient-ils avant la formation, (2) comment ces représentations ont-elles changé après une formation sur la RC, (3) quels éléments de la formation sont-ils les plus susceptibles de changer les représentations de ces futurs enseignants quant à la RC? Deux groupes (un groupe expérimental et un groupe témoin) de 14 futurs enseignants Algériens, inscrits au Mastère en FLE, ont participé à l'étude. Le groupe expérimental a participé à un cours de formation sur la RC, alors que le groupe témoin n'a pas participé. Les instruments de recherche comprennent un questionnaire à échelle de Likert et des groupes de discussion (entrevues) qui abordent quatre facteurs en rapport avec la RC (reformulation, incitation, mise en œuvre des techniques de RC et importance de la RC). Chacun des deux instruments a été administré avant et après la formation, et seul le groupe expérimental a effectué les entrevues avant et après la formation. La formation inclut une base théorique et des résultats empiriques sur les différentes dimensions de la RC, ainsi qu'une composante pratique (activités d'enseignement). Les données provenant des deux outils de recherche ont été analysées de façon descriptive. Les exemples de changement de représentations - dans les transcriptions d'entrevues - ont été identifiés en utilisant cinq catégories correspondant aux différents types de changement (inversion, élaboration, consolidation, pseudo-changement et aucun changement). Les principaux résultats de cette étude : (1) avant la formation, les futurs enseignants avaient des représentations neutres et non claires sur les techniques de RC (reformulation et incitation) qui doivent tenir compte du type d'erreur et du niveau de compétence de l'apprenant. De plus, les participants du groupe expérimental étaient contre la RC immédiate et n'avaient pas une idée précise sur les erreurs à corriger ; (2) la formation sur la RC a été jugée efficace. En d'autres termes, après la formation, il y avait un changement évident vers des représentations plus positives au sujet de la RC immédiate et des représentations plus négatives quant à la reformulation. En outre, les participants ont subi une reconstitution totale de leurs représentations en lien avec les quatre facteurs avec beaucoup d'élaborations. Les participants ont attribué le changement de leurs représentations à la deuxième partie de la formation (études empiriques, techniques de RC et mise en œuvre de la RC). Les participants préconisent qu'ils ont été exposés pour la première fois à ce contenu sur la RC. Cette étude offre des implications pour d'autres études autour de questions de recherche similaires. / The objective of this study is to contribute to the range of research exploring change in teachers' corrective feedback (CF) beliefs to better inform future teacher training programs. The research questions used to accomplish the purpose of this study focused on1) what beliefs Algerian pre-service teachers of French as a foreign language (FFL) at University of Hadj Lakhdar Batna hold regarding CF before a CF training course, 2) how those beliefs change after a CF training course, and 3) what dimensions of the training course influence these pre-service teachers’ beliefs about CF? Two groups of 14 Algerian MA pre-service teachers of FFL-one experimental and one control- participated in this study. The experimental group participated in a teacher training course about CF while the control group did not. The research instruments included a Likert-scale questionnaire and focus group interviews that addressed four CF factors (recasts, prompts, CF implementation and CF importance). Each of the two instruments was administered twice before the training started and immediately after it ended, with only the experimental group taking the pre and post focus group interviews. The training course included theoretical information and empirical results about CF and its dimensionsas well as a practical component (teaching activities).Data obtained from the two research tools were analysed descriptively. Patterns of belief change-in the interviews transcripts- were identified using five categories about types of change (reversal, elaboration, consolidation, pseudo change and no change). Findings indicated that prior to the CF training, preservice teachers' beliefs were barely defined (i.e. they were largely neutral) especially in relation to CF techniques (recasts and prompts) for error type and learner's proficiency level. Furthermore, they were against immediate CF and did not have a clear idea about which errors should be corrected. Concerning the results in belief change, the CF training course was found to be effective. That is, after CF training, there was an obvious shift toward more positive beliefs about immediate CF and more negative beliefs about recasts. Furthermore, participants underwent a total re-construction of their beliefs in relation to the four factors with lots of elaborations. Participants attributed change in their beliefs to the second part of the training course (CF empirical studies, CF techniques and CF implementation). The participants explained that they were exposed for the first time to this content about CF and its dimensions.

La théorie de la responsabilité civile, en termes de la reconstruction rationnelle du droit constitue une connaissance nouvelle et importante de ce régime. L’analyse économique en reconstruit les règles et les institutions à partir de la norme de l’efficience. La théorie morale de la justice corrective interprète la responsabilité civile à travers l’égalité entre les parties. Mais, aucune de ces deux interprétations ne parvenue à expliquer la responsabilité civile. L’analyse économique, en traitant les règles de la responsabilité comme un moyen visant à maximiser la richesse, a modifié leur sens original. La justice corrective réduit la responsabilité civile au régime d’allocation équitable des coûts d’accident. La reconstruction de la responsabilité civile, afin de la comprendre, requiert de s’engager dans une approche philosophique qui trouve la rationalité dans la réalité. Dans cette optique, la responsabilité civile, contrairement à l’analyse économique ou à la justice corrective, est constituée à partir les droits et les principes indéniables, non les normes hypothétiques. La faute, en termes de droit de la volonté subjective, tout est redéfinie selon la pratique sociale sur l’attribution des résultats de nos actes, ce qui permet de croire que la responsabilité civile est toujours morale, même lorsque elle s’impose à partir d’une évaluation objective et extérieure. / Tort theory in terms of rational reconstruction of the law has constituted a new and important knowledge of the tort liability. Economic analysis has reconstructed the rules and institutions by the value of efficiency. Moral theory of corrective justice has interpreted liability through equality between the parties. But neither of these interpretations could come to explain liability. The economic analysis by treating the liability rules as a mean of wealth maximization has changed their original meaning. Corrective justice reduced tort liability to the regime fair allocation of accident costs. The reconstruction in order to understand civil liability requires engaging in a philosophical approach in which reality is the source of rationality. In this context, liability, unlike the economic analysis or corrective justice, is formed from undeniable rights and principles, not hypothetical norms. The negligence in terms of right of the subjective will is redefined by social practice on the attribution results of our actions, which suggests that civil liability is still moral idea, even when it is imposed from an objective and external assessment.

L’étude de la rétroaction corrective constitue un enjeu important dans la recherche en didactique des langues et a été en partie renouvelée par l’utilisation des technologies. Or, peu de recherches se sont penchées sur la manière dont les enseignants fournissent une rétroaction corrective sur la production orale des apprenants lors d’interactions en ligne. C’est pourquoi nous nous proposons d’analyser six semaines d’interactions entre des apprentis enseignants en formation dans un master de didactique de français langue étrangère (désormais FLE) d’une université française (Lyon 2) et des apprenants de FLE d’une université étrangère (DCU). Notre étude relevant d’une recherche qualitative s’appuie un corpus complexe comprenant des interactions en ligne transcrites et annotées au moyen du logiciel ELAN, des bilans multimodaux réalisés par les enseignants et les discours des participants. Nous avons analysé ces données dans une perspective multimodale selon laquelle toutes les ressources sémiotiques contribuent à produire du sens, sans hiérarchisation de celles-ci a priori. En somme, ce travail vise à étudier les effets de la multimodalité sur la manière dont les apprentis enseignants et les apprenants coconstruisent les séquences de rétroactions correctives en ligne afin, dans un deuxième temps, de faire des propositions didactiques pour la formation. / This work aims to analyze six weeks of videoconferenced pedagogical interaction between trainee teachers enrolled in a master's degree in teaching French as a foreign language (FLE) at a French university (Lyon 2) and learners of French at a foreign university (Dublin City University). Corrective feedback is an important issue in foreign language pedagogy, renewed by the use of technologies. However, there has been little research on how teachers provide corrective feedback on learners' oral production in online interactions. Our qualitative study is based on the analysis of ecological data, organized into a complex corpus of video interactions transcribed and annotated using the ELAN software. We observed multimodal assessments made by the teachers, as well as participants' commentary containing their perception of the corrective feedback. We analyzed these data from a multimodal perspective according to which all the semiotic resources contribute to make meaning without automatically prioritizing one mode over another. In sum, this work aims to understand how teachers and learners co-construct corrective feedback sequences. We also want to update the effects of multimodality on the interactions in order to make pedagogical proposals for the training of future teachers of French as a foreign language.

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Title: Effect of mechanical correction of hallux valgus deformity Objectives: The aim of this diploma thesis is to investigate the influence of axial correction of hallux valgus deformity on static and dynamic postural stability. Methods: This pilot study involved 8 people ranging in age from 22 to 30 years with mild or moderate degree of hallux valgus deformity. Five probands had hallux valgus deformity bilaterally, three probands had deformity unilaterally on the right leg. Axial correction of position of first MTP joint was made by tape. Postural stability was measured using computerized dynamic posturography EquiTest Smart System from Neurocom before and after intervention. Measured data were processed using Neurocom Balance Manager Software. For the analysis of the data were used statistical methods - paired t-test, Wilcoxon rank test and the rate of clinical significance (Cohen's d). Results: The results indicates that the axial correction of hallux valgus deformity has positive effect on the dynamic postural stability. This impact wasn't demonstrated in static situations. Keywords: hallux valgus, great toe, postural stability, corrective taping, computerized dynamic posturography

Este estudo objetivou comparar os efeitos cefalométricos promovidos por dois protocolos diferentes com a finalidade de corrigir a má oclusão de Classe II: Aparelho Extrabucal associado ao aparelho fixo (grupo AEB) e o recurso da Teoria de Força das Dez Horas, que consiste no uso de aparelho ortodôntico fixo, 8 horas diárias de uso de aparelho extrabucal e 16 horas de uso de elásticos de Classe II, sendo 8 horas com apoio no primeiro molar inferior e 8 horas com apoio no segundo molar inferior (grupo T10). O grupo T10 consistiu de 31 pacientes, com idade média inicial de 14,90 anos, idade média final de 17,25 anos e tempo médio de tratamento de 2,35 anos. O grupo AEB consistiu de 28 pacientes com idade média inicial de 13,98 anos, idade média final de 16,46 anos e tempo médio de tratamento de 2,47 anos. Foram avaliadas as telerradiografias em norma lateral de todos os pacientes, nas fases pré e pós-tratamento ortodôntico. Para comparação entre os grupos, foi utilizado o teste t independente. Os resultados demonstraram que os molares superiores sofreram maior inclinação para distal e maior extrusão no grupo AEB. Os molares inferiores apresentaram uma discreta extrusão e mesialização em ambos os grupos, porém sem diferença estatisticamente significante, mostrando que os molares inferiores não sofreram maior mesialização devido ao uso dos elásticos no grupo T10. A relação molar de Classe II foi melhor corrigida no grupo da T10, provavelmente pela falta de cooperação do paciente no uso do aparelho extrabucal. Concluiu-se que a Teoria das Dez Horas é válida porque o uso de elásticos de Classe II não influenciou a posição dos dentes inferiores. / This study aimed to compare the cephalometric effects promoted by two different protocols to correct the Class II malocclusion: Extraoral Appliance associated to fixed appliances and the Ten-Hour Force Theory, that consists in the use of fixed appliances, 8 hours a day using extraoral appliance and 16 hours a day using Class II elastics, 8 hours in the first mandibular molar and 8 hours in the second mandibular molar. The T10 group comprised 31 patients with a mean initial age of 14.90 years, final age of 17.25 years and mean treatment time of 2.35 years. The Extraoral group comprised 28 patients with a mean initial age of 13.98 years, final age of 16.46 years and a mean treatment time of 2.47 years. It was evaluated the lateral cephalograms of all patients in pretreatment and posttreatment stages. Intergroup comparison of treatment changes was performed by t tests. Maxillary molars presented greater distal tipping and extrusion in Extraoral group, showing that mandibular molars did not present greater mesial movement caused by use of elastics in T10 group. Class II molar relationship was better corrected in T10 group than in Extraoral group, certainly due to the lack of patient compliance in the use of extraoral appliance. It was concluded that the Ten Hour Force Theory is valid because use of Class II elastics did not influence mandibular teeth position.

Esta tese destaca a importância do feedback corretivo imediato nos softwares didáticos de ensino linguístico em âmbito acadêmico. Procuramos demonstrar que, mais do que simplesmente informar sobre o desempenho do aprendiz de LE, esse feedback pode atuar como um mediador da atividade cognitiva e metacognitiva discente. No plano teórico, situamos o ambiente de ensino-aprendizagem em que essa tecnologia deve operar e destacamos as condições metodológicas, didáticas e informáticas mais favoráveis para o sucesso da sua concretização. Apoiados na perspectiva do Ensino-Aprendizagem das Línguas Estrangeiras, apresentamos a evolução dos métodos aliados às tecnologias educativas e, no CALL (Computer Assisted Language Learning), do uso do computador no ensino-aprendizagem, focalizando os modos de correção automática das atividades linguísticas. A partir daí, concebemos o modo de correção cognitivista que trata o erro do aprendiz por meio da previsão de suas eventuais respostas, cadastráveis no sistema informático, e da criação de mensagens específicas do erro e da questão que possam auxiliar na resolução das atividades propostas. Tais previsões, assim como as relativas mensagens, encontram respaldo na disciplina Análise de Erros, fundada em meados de 1960 por Stephen Pit Corder. No plano prático, criamos o software F.A.R.E., uma ferramenta de autoria para o professor capaz de abrigar atividades de compreensão textual e competência linguística a serem realizadas em modalidade assíncrona. A especificidade do programa é o cadastro de mensagens de acerto ou focalização do erro discente (Mensagem Focalizar), análise da questão (Mensagem Analisar), resolução da questão por meio de um exemplo (Mensagem Resolver) e explicação da resposta correta em discurso didático (Mensagem Executar). Em segunda etapa, criamos e cadastramos no software F.A.R.E. uma Unidade de Aprendizagem (UA) com cinco atividades linguísticas sobre a introdução do romance Se una notte dinverno un viaggiatore, de Italo Calvino. O programa foi posteriormente testado junto a estudantes de graduação e licenciatura em Letras, com habilitação em italiano, da Universidade de São Paulo, e os resultados indicam que o aprendiz inserido em contexto acadêmico reconhece esse feedback automático corretivo como um mediador da sua atividade cognitiva e como um fator relevante para a aprendizagem da língua alvo. Pudemos constatar que a interação dos estudantes com as mensagens por eles acionadas gerou a diminuição da sua incerteza acerca do enunciado e da realização das atividades propostas, o abandono da estratégia tentativa e erro em prol de estratégias cognitivas até chegar à resposta correta e, acima de tudo, a oportunidade de obter um maior controle sobre o material didático, sobre os próprios processos cognitivos envolvidos na solução dos problemas e, em última instância, sobre a própria aprendizagem. / This thesis highlights the importance of immediate corrective feedback in educational software for language teaching in the academic sphere. We aim to demonstrate that, rather than simply reporting on the performance ofthe foreign language learner, this feedback can act as a mediator of students cognitive and metacognitive activity. At the theoretical level, we describe the teachinglearning environment in which this technology should be used, as well as the most favorable methodological, educational and information technology requirements for its successful implementation. We present the evolution of methods associated with educational technologies based on the perspective of the Foreign Language Teaching, and in CALL (Computer-Assisted Language Learning), the evolution of the use of computers in teaching and learning, focusing on modes for the automatic correction of language activities. Based on this, we developed the concept of the cognitive correction mode, which deals with students errors by predicting their possible responses, which can be recorded in the computer system, and by creating messages that are specific to the error and the issue, and that may assist in resolving the proposed activities. These predictions and the related messages are supported in the discipline of Error Analysis, established in mid-1960 by Stephen Pit Corder. On a practical level, we created the F.A.R.E.software, an authoring tool for teachers that can cater for text-comprehension and linguistic competence activities to be performed in an asynchronous mode. The specificity of the program is the recording of messages for hits or for focusing student errors (Focus Message), for analyzing the issue (Analyze Message), addressing the issue bymeans of an example (Resolve Message) and for explaining the correct answer in didactic discourse (Execute Message). In the second step, we created and recorded a Learning Unit (LU) in the F.A.R.E.software with five linguistic activities related to the introduction of the novel Se una notte dinverno un viaggiatore, by Italo Calvino.The program was later tested with undergraduate and licentiate students of Language e Literature, majoring in Italian at the University of São Paulo. The results indicate that a student within the academic context recognizes this automatic corrective feedback as a mediator of his or her cognitive activity and as a relevant factor for learning the target language. We observed that the interaction of students with the messagesthey triggered resulted in a reduction in their uncertainty about the statement and the completion of the proposed activities, the abandonment of the trial-and-error strategy in favor of cognitive strategies to arrive at the correct answer, and, above all, the opportunity to gain greater control over the instructional material, their own cognitive processes involved in solving problems and, ultimately, their own learning.

Objetivo: O objetivo deste estudo foi comparar as alterações cefalométricas de pacientes com má oclusão de Classe II divisão 1 tratados com os aparelhos Jasper Jumper e Forsus Fatigue Resistant Device, associados ao aparelho ortodôntico fixo. Material e métodos: A amostra foi constituída por 124 telerradiografias em norma lateral de 62 indivíduos, os quais foram divididos em 3 grupos: Grupo Experimental 1 (n=22, idade inicial=12,39 anos), tratados por meio do aparelho Jasper Jumper associado ao aparelho fixo, por um período médio de 2,43 anos; Grupo Experimental 2 (n=19, idade inicial=12,43 anos), tratados com o aparelho Forsus associado ao aparelho fixo, com tempo médio de tratamento de 3,54 anos; Grupo Controle (n=22, idade inicial 12,14 anos), observados por um período médio de 1,78 anos. As alterações de todas as variáveis cefalométricas dos grupos experimentais foram anualizadas e, posteriormente, comparadas às alterações das variáveis do grupo Controle, por meio da Análise de Variância e do teste de Tukey. Resultados: Observou-se que ambos os tratamentos apresentaram um efeito restritivo na maxila; não alteraram o desenvolvimento mandibular; melhoraram a relação maxilomandibular; promoveram rotação horária do plano oclusal e um suave aumento da altura facial anteroinferior. Os grupos experimentais apresentaram limitação do desenvolvimento vertical dos molares superiores; inclinação para vestibular e limitação do desenvolvimento vertical dos incisivos inferiores; e extrusão dos molares inferiores. Os incisivos inferiores exibiram maior protrusão no grupo 1 em relação aos demais grupos. Ambos os aparelhos melhoraram significantemente a relação maxilomandibular, os trespasses horizontal, vertical e a relação molar. Os protocolos de tratamento promoveram retrusão dos lábios superiores. O grupo 2 apresentou suave protrusão dos lábios inferiores e os grupos 1 e 3 apresentaram pequena retrusão. Conclusão: Conclui-se que ambos os aparelhos foram eficazes na correção da má oclusão de Classe II. / Objective: The aim of this study was to compare the cephalometric changes of Class II division 1 malocclusion patients treated with Jasper Jumper and Forsus Fatigue Resistant Device, associated with fixed appliances. Methods: The sample consisted of 124 lateral cephalograms of 62 individuals, divided into 3 groups: Group 1 (n=22,mean age=12.39 years), treated with the Jasper Jumper appliance associated with fixed appliances for a mean period of 2.43 years; Group 2 (n=19, mean age=12.43 years), treated with the Forsus appliance associated with fixed appliances, with a mean treatment time of 3.54 years; and the Control group (n=22, mean age=12.14 years), followed for a mean period of 1.78 years. The changes of all cephalometric variables in the study groups were annualized and then compared to the changes observed for the Control group, by analysis of variance and Tukey test. Results: It was observed that both treatments presented a restrictive effect on the maxila; did not change the mandibular development; improved maxillomandibular relationship; produced clockwise rotation of the occlusal plane; and a slight increase in lower anterior facial height. Study groups showed limitation on the vertical development of the maxillary molars; buccal tipping and limitation on the vertical development of the mandibular incisors; and extrusion of mandibular molars. The mandibular incisors exhibited greater protrusion in the group 1 compared to other groups. Both appliances provided significant improvement of maxillomandibular relationship, overjet, overbite and molar relationship. Treatment protocols promoted retrusion of the upper lip. Group 2 presented mild protrusion of the lower lip and groups 1 and 3 showed mild retrusion. Conclusion: Both the appliances were effective in the treatment of Class II malocclusion.