Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2018-08-20T14:00:11Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_MiriamFerrazzaHeck.pdf: 2176140 bytes, checksum: d350ec6bb3b796fe029f23b3ef533029 (MD5) / Made available in DSpace on 2018-08-20T14:00:11Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_MiriamFerrazzaHeck.pdf: 2176140 bytes, checksum: d350ec6bb3b796fe029f23b3ef533029 (MD5) Previous issue date: 2017-01-09 / This qualitative research had as general objective to analyze mathematics students´ difficulties when solving a question about numerical sequences, aiming at the elaboration, application and analysis of a set of activities on this content, for use on mathematics teachers training courses. A test was applied to four classes of students, two composed of academics of the mathematics teacher education courses of the two higher education courses, one by academics of an information system course of one of the institutions and, finally, a class composed by graduated in mathematics, attending a master degree in mathematics teaching at one of the institutions. The answers analysis was supported by Duval's Theory of Registers of Semiotic Representation. In addition, an interview was conducted with two professors of the mathematics teacher education course of one of the institutions, to know their opinions about the errors detected in the answers. Subsequently, a set of activities on numerical sequences was analyzed by academics of the master course, who knew the proposal of the activities on the sequence content and were invited to express their opinion on its use for the teaching of this content. After analyzing the data, it was concluded that the research reached its objectives and, in terms of registers of representation, it was noticed that the conversion of the natural language to the algebraic, in any of the items, was performed by most of the students. Conversion from natural language to figural was used as an initial resource to understand the problem. The set of proposed activities can be explored as an introduction to the study of sequences if presented in a mathematics teachers training courses, but can also be worked within the study of teaching methodologies, in initial or continuing training courses. / Esta pesquisa, de caráter qualitativo, teve como objetivo geral analisar as dificuldades demonstradas por alunos de disciplinas matemáticas ao resolver uma questão sobre sequências numéricas, visando à elaboração, aplicação e análise de um conjunto de atividades sobre esse conteúdo, para uso em cursos de formação de professores. Foi aplicado um teste a quatro turmas de alunos, duas compostas por acadêmicos dos cursos de Licenciatura em Matemática das duas Instituições de Ensino Superior, uma por acadêmicos de um curso de Sistema de Informação de uma das instituições e, por fim, uma turma composta por Licenciados em Matemática, cursando mestrado na área de Ensino de Matemática em uma das instituições. A análise das respostas foi apoiada na Teoria dos Registros de Representação Semiótica, de Duval. Além disso, foi realizada uma entrevista com duas professoras do curso de Licenciatura em Matemática de uma das instituições, para saber suas opiniões sobre os erros detectados nas respostas. Posteriormente foi elaborado um conjunto de atividades sobre sequências numéricas, analisado por acadêmicos do curso de Mestrado em Ensino de Matemática de uma das instituições, que conheceram a proposta das atividades sobre o conteúdo de sequência e foram convidados a opinar sobre seu uso para o ensino desse conteúdo. Após a análise dos dados, conclui-se que a pesquisa atingiu seus objetivos e, em termos de registros de representação, notou-se que a conversão da linguagem natural para a algébrica, em qualquer dos itens, foi realizada pela maior parte dos alunos que não deixaram em branco qualquer dos itens. Já a conversão da linguagem natural para a figural foi usada como recurso inicial para compreender o problema. O conjunto de atividades propostas pode ser explorado como uma introdução ao estudo de sequências, se for apresentado em um curso de Licenciatura em Matemática, mas também pode ser trabalhado dentro do estudo de metodologias de ensino, em cursos de formação inicial ou continuada.

This study aims at exploring to what extent transfer plays a role for young Italian learners of English. The informants consisted of a group of Italian high school students whose English written compositions are investigated. The collection of data is made up of an error analysis based on Pit Corder’s methodology (Corder in Ellis 2008: 46), in which six different linguistic categories are examined such as collocations, word order, the past tenses with special focus on the simple present perfect versus the simple past, furthermore the null subject parameter, false friends and subject-verb agreement. A brief discussion is also dedicated to the difference between what constitutes an error and a mistake. What emerges in this study is that the category of collocations is the one in which most instances of transfer errors are found followed by word order and the use of the simple past tense. Finally, the research aims to find out what could be the plausible reasons as to why certain categories appear to be more subject to the transfer phenomena.

This study is an investigation of Swedish junior high school students’ English grammar knowledge, based on their written production. The Swedish students’ written productions where analyzed using error analysis as a method to find the most frequent errors that the students make. The errors were identified in texts that were produced in two different ways (free and controlled), and these texts were then compared. The study was conducted through (a) identifying the most frequent grammatical errors in Swedish students’ written production, (b) analyzing what causes the errors to be made, and (c) distinguishing if there is any difference between free written or controlled written production. The students’ grammatical knowledge was discussed on the basis of the results of these procedures. The results show that the most frequent errors made by Swedish junior high school students are errors of verb tense, verb inflection and subject-verb agreement. The errors are probably caused by lack of grammatical knowledge, but also by incorrect transfer from Swedish into English. Furthermore, the results show that the students from the two target groups to some extent make the same type of errors regardless of their productions were free written or more controlled.

The subject of this essay is a comparison of essays written by the same learners at two different points in time - i.e. while they were in the first and in the third grades of the Swedish secondary school. The essay includes a presentation of the raw data that have been used. The theoretical background is a general survey of some of the abundant literature relating to Second Language Acquisition and Error Analysis, and a large part of it deals with interlanguage theories. The analytical part of the work presents the results of the study, including a grammatical classification of the totality of the errors encountered as well as a presentation of the results for the whole of each class and for each individual learner. Finally, some of the theories are related to the results of the analysis and some conclusions are drawn. A part of the work consisted in the gathering of essays written by learners (exclusively with Swedish as their mother tongue) of the same class in a real school context, first to make a quantitative study of their errors, and second to make a comparison between their essays written at two different points in time. The aim was to find out if there had been an evolution, and to what extent the evolution had taken place. The hypothesis formulated at the beginning of this essay is that learners, in general, should make fewer errors after two years have passed. The results are that errors concerning Verbs (especially Concord), as well as miscellaneous spelling errors, were the most frequent ones, and this is true for both grades. As the total number of errors is lower for the third grade than for the first, and since the learners' production is larger in the third grade than in the first, the hypothesis can be considered to be true, though a larger study should be conducted to see if a general pattern can be found.

This study investigated the different types of errors that EFL learners produce in chat logs and also analyzed the different types of corrective feedback given by the teacher. An eye tracker was employed to study the eye movements of the participants to see how they notice the corrective feedback. This investigation can assist teachers to act better in online classrooms and helps them understand which type of corrective feedback is most likely to result in uptake based on noticing. The results showed that the most common errors in chat logs were related to grammar. It was also found that both recasts and metalinguistic feedback were noticed most of the time during the chat sessions although only a few of them led to uptake in post task session.

High failure rates in English as a second language at secondary school level have become a concern in the Namibian education sector. From 2005 until 2013, the overall performance of the grade 12 learners in English as a second language on Ordinary level in the Oshana region was unsatisfactory. In fact, only a minority (18.52 percent) of the grade 12 learners obtained a grading in the range of A to D in comparison to the majority (81.48 percent) of learners who obtained a grading of E to U. The poor performance was attributed to: poor sentence structure, syllabification and spelling (Directorate of National Examination and Assessment, 2007-2010). The causes of these low performance rates however, were not scientifically explored in this region. Therefore this study embarked on an investigation in order to identify the reasons behind the low performance rates of the grade 12 Oshiwambo speaking learners of English and to determine whether the impressionistic results from the Directorate’s report correlate with the present study’s findings. In order to understand the dynamic linguistic system of the learners, a contrastive analysis of Oshiwambo and English was done in order to investigate the potential origins of some of the errors. An error analysis approach was also used to identify, classify and interpret the non-standard forms produced by the learners in their written work. Based on the results obtained from this study, a more comprehensible assessment rubric was devised to help identify learners’ written errors. A group of 100 learners from five different schools in the Oshana region was asked to write an essay of 150 to 200 words in English. The essays were analysed using Corder’s (1967) conceptual framework which outlines the steps that a researcher uses when undertaking an error analysis study. The errors were categorised according to Keshavarz’s (2006) linguistic error taxonomy. Based on this taxonomy, the results revealed that learners largely made errors in the following categories: phonology/orthography, morpho-syntax, lexico-semantics, discourse and techniquepunctuation. The study concluded that these errors were most likely due to: first language interference, overgeneralisation, ignorance of rule restriction and carelessness. Other proposed probable causes were context of learning and lack of knowledge of English grammar. The study makes a significant contribution, in that the findings can be used as a guide for the Namibian Ministry of Education in improving the status quo at schools and informing the line Ministry on various methods of dealing with language difficulties faced by learners. The findings can also empower teachers to help learners with difficulties in English language learning, thereby enabling learners to improve their English language proficiency. The study has proposed methods of intervention in order to facilitate the teaching of English as a second language in the Oshana region. In addition, the study has devised an easily applied assessment rubric that will assist in identifying non-standard forms of language used by learners. The reason for designing a new rubric is because the rubric which is currently being used is believed to be subjective, inconsistent and lacks transparency. / Name in Graduation Programme as: Nghikembua, Anneli Ndapanda

Grâce au développement des techniques spatiales (GNSS, DORIS, laser et le VLBI), la géodésie apporte quantité d’informations sur la forme de la Terre (sa géométrie et sa gravité), sa rotation et son orientation dans l’espace, aux échelles globales comme aux échelles régionales. L’étude des déformations de chaînes de montagne par GPS, des courants marins cartographiés par altimétrie satellitaire, des variations temporelles du champ de gravité, ainsi que l’établissement du repère de référence terrestre international, sont les exemples de l’apport de ces techniques à l’observation de la Terre et au changement global. Notre travail a pour but de faire un bilan des erreurs résiduelles de la géodésie spatiale, en séparant les causes des effets. Le but est de montrer comment les erreurs d’orbite se propagent d’abord dans la trajectoire, puis dans des produits globaux comme le repère de référence (via les mesures de poursuite de satellites) et la surface topographique (via les mesures altimétriques). Nous avons développé une approche analytique qui traite du transfert des erreurs d’origines géométrique et dynamique. En partant des équations du mouvement orbital, nous proposons une solution analytique d’ordre un du mouvement orbital circulaire, qui est appliquée pour propager les erreurs de modèle dynamique. Ensuite, les résultats sont transférés (ou projetés) sur plusieurs types de fonction de mesure : l’altimétrie, les mesures de distance et les mesures de vitesse radiale. L’originalité de ce travail tient pour beaucoup dans les méthodes purement analytiques qui ont été développées spécifiquement pour effectuer les analyses. / Thanks to the development of space techniques (GNSS, DORIS, laser and VLBI) geodesy provides amount of information to determine and to study the shape of the Earth (its geometry and its gravity), its rotation and orientation in space at global scales as well as at regional scales. The study of crustal deformations by using GPS, the ocean topography by satellite altimetry, the temporal variations of the gravity field (mass transports) as well as the construction and monitoring of the International Terrestrial Reference Frame (ITRF), are some examples of the contribution of these techniques to the Earth observation including the current global change. Our work aims to separate causes and consequences. We developed a dedicated approach in which different source of errors, of geometrical and dynamical natures, are treated by analytical expressions. Starting from the dynamical satellite equation of motion, we propose to integrate and propagate the model errors and then to project the results into different measurement functions: altimetry, tracking distances and radial velocities. It results in a complex but comprehensive way that enables the propagation of prediction errors into some general geodetic products as the terrestrial reference frame or the ocean surface topography. The originality of this work lies in the development of a purely analytical method for circular orbits, which has been used to propagate errors from dynamical models. In addition, the resulting orbit errors were projected at the measurement level in order to deduce the impacts on some global geodetic products.

The aim of the thesis is to propose a tagging system for a learner corpus of spoken English which would, apart from tagging errors, focus also on the features specific for spoken language. Theoretical part, therefore, introduces basic concepts including learner language, the development of learner corpora in the last 20 years and both classical and computer-aided error analysis. Features typical of spoken language are described in the theoretical part as well since these are the focus of the research part of the thesis. The Louvain tagging system used for error-tagging of a leaner corpus of written language is used as the basis for the tagging system proposed in this thesis. Based on the analysis of 20 transcriptions taken from the Czech part of spoken learner corpus LINDSEI, modifications of the categories taken from the Louvain error-tagging system are proposed and new categories necessary for a better description of spoken language are introduced. The tagging system proposed in this thesis should make further analysis of the tagged corpus easier.

The present study aimed to investigate and analyze the most frequent grammatical errors in both oral and written production, what causes the errors as well as the possible correlation that may exist between them by means of a quantitative and qualitative method.The sample selected to perform the investigation is composed of 23 students who study the eighth course in the primary Swedish school. The data analyzed are obtained by two corpus composed of 23 written texts and 8 audios.The process followed throughout the investigation consists of a deductive method applying the Error Analysis theory. The grammatical categories are divided into verbs, prepositions, articles, gender and number concordance. In addition, in order to get a deeper understanding of the results, global, local, coherent and idiosyncratic errors are investigated.The results show that the errors in the written production are more frequent than in the oral production and that the error percentages in each grammatical category differs, predominating the errors in verbs in both corpus as well as the local and idiosyncratic errors.

Thesis is focused on the issue of compiling an inventory of works, supplies and services of the construction, which is part of the tender documentation for public contracts. The work deals with the issue of prices, budgets and the tender documentation itself. It also lists the most common errors in compiling a list of works, supplies and services in accordance to Decree No. 169/2016 Coll. Individual errors are written and subsequently analyzed according to selected parameters. Based on this analysis, a methodology for checking inventories of works, supplies and services is compiled.