Describes the results of a research project that analyzes the interaction of a second language (L2) learners of English (non-native speakers (NNS)) with a native speakers (NS). The subjects of the study were four NNS and two NS of English at Imperial Valley College in Imperial, California. The first aspect of the analysis determines the way in which self-repair might be related to L2 development and the L2 learner's language proficiency level. The second aspect of the analysis determines whether the NNS use self-repair differently when the interlocutor is a NS or a NNS of English. Results of the study indicate that while there was not a correlation between overall frequency of self-repair and language proficiency, there was a relationship between frequency of particular types of repair and language proficiency.

No description available.

Dans l'industrie, l'objectif est de remplacer certains essais expérimentaux très coûteux par des simulations numériques. Cependant, peut-on faire confiance à la simulation numérique? C'est l'objet de la thématique de recherche appelée “vérification”. Elle a pour but d'estimer l'erreur commise entre la solution du modèle mathématique et celle fournie par un modèle numérique. De plus, pour le dimensionnement de structures, l'ingénieur requiert que cet estimateur d'erreur soit garanti, c'est à dire qu'il majore l'erreur réelle, et qu'il soit pertinent, c'est à dire qu'il soit proche de l'erreur réelle. Les travaux présentés ici consistent tout d'abord à prouver la faisabilité de la méthode d'obtention de bornes garanties de l'erreur sur une quantité d'intérêt dans le cadre de la dynamique transitoire. Cette méthode est basée sur le concept d'erreur en relation de comportement et la résolution d'un problème adjoint. Dans un deuxième temps, différentes stratégies sont développées afin d'améliorer la pertinence de l'estimateur d'erreur locale. Enfin, cette méthode est étendue aux quantités d'intérêt ponctuelles. La difficulté majeure réside dans la résolution du problème adjoint dont le chargement est singulier. Pour cela, nous avons choisi de décomposer la solution en une partie analytique, déterminée à partir des fonctions de Green de dynamique, et d'une partie numérique, déterminée à l'aide de la méthode des éléments finis et d'un schéma d'intégration temporel. Tous ces aspects visant à mettre en place les premières bornes garanties et pertinentes de l'erreur sur une quantité d'intérêt en dynamique, sont illustrés et validés sur des exemples numériques en 2D. / Thanks to the development of computers and dedicated methods, more and more numerical computations are used in mechanical engineering to substitute expensive experiments. Nevertheless, one can wonder whether numerical results are reliable or not? Research domain called verification focus on this question. In verification, we aim at estimating the discretization error between the solution of a mathematical model and the solution of a numerical model. For robust design, the error estimator must be guaranteed i.e. it should overestimate the real error, and sharp i. e. it should be close to the real error. Within the framework of transient dynamics problems, we first deal with the feasibility of the method to obtain guaranteed bounds ofthe error on a quantity of interest. This method uses the concept of constitutive relation error and the resolution of an adjoint problem. Finally, it must be noted that admissible fields in dynamics need to be computed. Then, our objective is to perform techniques that improve the accuracy of the bounds. Lastly, an extension to pointwise quantities of interest is proposed. The main difficulty is the resolution of the adjoint problem whose loading is singular. Consequently, we choose to decompose the solution within an analytical part, determined from dynamical Green functions in infinite media and a residual part, determined numerically using the finite element method and a time integration scheme. In summary, this work intends to present and illustrate on 2D numerical examples the first guaranteed and sharp bounds of the error on a quantity of interest in transient dynamics.

The thesis deals with the topic of implementation of machine translation (MT) in an SME with an emphasis on legal translation. The theoretical part brings together the existing research relevant for this topic, focusing in particular on the specifics of MT between Czech and English, the task of post-editing (PEMT), including the skills and competences required from post-editors, recommendations for, and experience with, MT implementation, MT evaluation, PEMT productivity and translator attitudes towards MT. In its empirical part, the thesis draws on a case study of MT implementation in a Czech language service provider (LSP), with a focus on selecting a suitable MT tool and incorporating it in the workflow. Furthermore, an experiment is performed with professional translators, aimed at measuring productivity of translation and post-editing in terms of the time spent in the respective tasks and analysing and comparing selected aspects of the output produced by the translators and post-editors participating in the experiment. The analytical model employed is an error-based human evaluation model. Lastly, a questionnaire is used to ascertain the experience of translators/post-editors with MT and their attitudes towards this technology. The thesis ultimately provides a set of findings that can be used...

The study investigated 6 Soweto primary school teachers’ ability to analyse and give feedback on the errors of English First Additional Language learners. Drawing on literature on assessment for learning and feedback, as well as on error analysis of English second language learning, I developed a conceptual framework that enabled me to classify learner errors and teachers feedback strategies. I used a qualitative approach to investigate assessment abilities. Firstly, the teachers marked a written assessment task, identified errors, evaluated learner performance and gave feedback based on identified errors. Secondly, the teachers were interviewed on why learners made those errors and what feedback strategies they suggested for remediating the errors. The findings indicated that the teachers: i) were generally capable of identifying the errors, ii) struggled to correct the identified errors, iii) were still working in a summative mind-set, and iv) were insecure about their abilities to deal with English First Additional Language errors. Therefore, assessment for learning has a long way to go for the township primary school teachers.

Sexual abstinence has become the primary response to prevention against sexually transmitted infection (STI) and unplanned pregnancies amongst young people. However, not much is known about the perceptions of young men on sexual abstinence. The central aim in this study was to explore the perceptions of sexual abstinence among young black males. The research aims to examine men’s understandings of their own sexuality and the way these might influence their decision on sexual abstinence. A total of 10 in-depth semi-structured interviews were conducted individually with young men aged between 18 and 25 years, studying at The University of the Witwatersrand. All data collected were then qualitatively analysed through the use of thematic content analysis (TCA). Findings show that in constructing their masculinities participants predominantly endorsed discourses of male hegemony. At some instances the young men retracted to subjective alternative masculinities, although there was a stronger need to fit in with their peers, to protect themselves from being ridiculed or rejected. As such conforming to the hegemonic masculinity was expected. The young men constructed women as sexual objects and as a means towards affirming their masculinity. A key conclusion drawn was that some traditional notions of manhood still held sway, and these tied in strongly with how these participants constructed their masculinity and this influenced most of them to not sexually abstain.

O propósito deste trabalho foi compreender como o ensino de língua japonesa evoluiu ao longo de cem anos de permanência dos japoneses no Brasil. Para melhor apreensão do objeto de nosso estudo, trabalhamos com duas vertentes de pesquisa, a histórica e a lingüística, privilegiando especialmente a visão dos professores, com os seus relatos orais e fontes documentais. Dos elementos da história, situamos o ensino de língua japonesa, nos seus primórdios, como uma língua de imigração a língua materna dos descendentes (1908-1941). No pós-guerra, o japonês é transmitido como língua de herança aos descendentes bilíngües, até chegar aos dias atuais, já ensinado como língua estrangeira. Para a análise lingüística entrevistamos os professores em exercício, que nos possibilitaram fazer um mapeamento de dados lingüísticos. Para essa análise, tomamos por base as teorias de aquisição e aprendizagem, os fundamentos do bilingüismo, os estudos de contato de línguas e trabalhos precedentes sobre a língua japonesa falada na comunidade nikkei. Verificou-se que, do ponto de vista lingüístico, houve um espectro de ocorrências que variaram desde questões de acuidade gramatical até de competência sociolingüística dos professores, no que diz respeito ao emprego da variedade lingüística, tanto de nativos quanto de não-nativos. Com os resultados obtidos, chegamos à conclusão de que, historicamente, o japonês não foi ensinado ou estudado como LE na esfera comunitária, nem pesquisas na área de ensino avançaram no meio acadêmico. À medida que o ensino de língua japonesa se propaga, inclusive entre não-descendentes, são necessárias pesquisas sobre a língua falada dos professores nativos e não-nativos, visando melhorar a competência lingüística, seja por meio de cursos de aperfeiçoamento, livros didáticos especializados para os alunos brasileiros, ou ainda pela elaboração de gramáticas bilíngües, tudo isso levando a novas concepções de ensino e aprendizagem, voltadas para a necessidade do alunado brasileiro. / The purpose of this paper is to understand how the teaching of the Japanese language has developed during the one hundred years that the Japanese people have been in Brazil. To better apprehend our object of study, we based our research on two elements: historical and linguistic grounds, favoring the teachers viewpoints, by means of their oral reports and evidentiary sources. From a historical point of view, the teaching of Japanese, within the Brazilian context, started out as an immigration language at its beginning (1908-1941), which was the mother tongue of the descendants; during the period after World War II, it was taught as the inheritance language of bilingual descendants; and nowadays it is being taught as a foreign language. For the linguistic analysis, we interviewed working teachers which enabled us to map the linguistic occurrences in order to prepare a linguistic databank. In order to carry out our linguistic analysis, we based ourselves on theories of secondlanguage acquisition and learning, bilingualism foundations, the study of languages in contact, and on earlier papers on the Japanese language spoken within the Nikkei community. We verified that in terms of linguistic view, there is a spectrum of occurrences that ranges from grammatical accuracy to social-linguistic competence in terms of language varieties, both native and non-native ones. Our results have led us to conclude that in historical terms, the Japanese language has not been taught or learned as a foreign language within the Japanese-Brazilian community, nor has research in the area of teaching thrived within the academic milieu. As the teaching of the Japanese language spreads, even among nondescendants, research should be done on the spoken language of native and non-native teachers with the aim of enhancing linguistic competence, be it through courses to perfect teachers linguistic skills, didactic books specially devised for Brazilian students or bilingual grammar books, all of which will entail new conceptions of teaching and learning better suited to Brazilian learners\' needs.

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.

O propósito deste trabalho foi compreender como o ensino de língua japonesa evoluiu ao longo de cem anos de permanência dos japoneses no Brasil. Para melhor apreensão do objeto de nosso estudo, trabalhamos com duas vertentes de pesquisa, a histórica e a lingüística, privilegiando especialmente a visão dos professores, com os seus relatos orais e fontes documentais. Dos elementos da história, situamos o ensino de língua japonesa, nos seus primórdios, como uma língua de imigração a língua materna dos descendentes (1908-1941). No pós-guerra, o japonês é transmitido como língua de herança aos descendentes bilíngües, até chegar aos dias atuais, já ensinado como língua estrangeira. Para a análise lingüística entrevistamos os professores em exercício, que nos possibilitaram fazer um mapeamento de dados lingüísticos. Para essa análise, tomamos por base as teorias de aquisição e aprendizagem, os fundamentos do bilingüismo, os estudos de contato de línguas e trabalhos precedentes sobre a língua japonesa falada na comunidade nikkei. Verificou-se que, do ponto de vista lingüístico, houve um espectro de ocorrências que variaram desde questões de acuidade gramatical até de competência sociolingüística dos professores, no que diz respeito ao emprego da variedade lingüística, tanto de nativos quanto de não-nativos. Com os resultados obtidos, chegamos à conclusão de que, historicamente, o japonês não foi ensinado ou estudado como LE na esfera comunitária, nem pesquisas na área de ensino avançaram no meio acadêmico. À medida que o ensino de língua japonesa se propaga, inclusive entre não-descendentes, são necessárias pesquisas sobre a língua falada dos professores nativos e não-nativos, visando melhorar a competência lingüística, seja por meio de cursos de aperfeiçoamento, livros didáticos especializados para os alunos brasileiros, ou ainda pela elaboração de gramáticas bilíngües, tudo isso levando a novas concepções de ensino e aprendizagem, voltadas para a necessidade do alunado brasileiro. / The purpose of this paper is to understand how the teaching of the Japanese language has developed during the one hundred years that the Japanese people have been in Brazil. To better apprehend our object of study, we based our research on two elements: historical and linguistic grounds, favoring the teachers viewpoints, by means of their oral reports and evidentiary sources. From a historical point of view, the teaching of Japanese, within the Brazilian context, started out as an immigration language at its beginning (1908-1941), which was the mother tongue of the descendants; during the period after World War II, it was taught as the inheritance language of bilingual descendants; and nowadays it is being taught as a foreign language. For the linguistic analysis, we interviewed working teachers which enabled us to map the linguistic occurrences in order to prepare a linguistic databank. In order to carry out our linguistic analysis, we based ourselves on theories of secondlanguage acquisition and learning, bilingualism foundations, the study of languages in contact, and on earlier papers on the Japanese language spoken within the Nikkei community. We verified that in terms of linguistic view, there is a spectrum of occurrences that ranges from grammatical accuracy to social-linguistic competence in terms of language varieties, both native and non-native ones. Our results have led us to conclude that in historical terms, the Japanese language has not been taught or learned as a foreign language within the Japanese-Brazilian community, nor has research in the area of teaching thrived within the academic milieu. As the teaching of the Japanese language spreads, even among nondescendants, research should be done on the spoken language of native and non-native teachers with the aim of enhancing linguistic competence, be it through courses to perfect teachers linguistic skills, didactic books specially devised for Brazilian students or bilingual grammar books, all of which will entail new conceptions of teaching and learning better suited to Brazilian learners\' needs.

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.