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O papel da interação entre a instrução implícita e explícita na produção textual de contos de assombração. / The role of the interaction between the implicit and explicit instructions on the developmet of the textual genre tales of terror.Borba, Valquíria Claudete Machado 03 June 2009 (has links)
This research investigated the role of the interaction between the implicit and explicit
instructions and of the knowledge of the textual genre tales of terror on the development of its
written production. We understand the learning through the implicit instruction when it is
conducted without emphasizing its characteristics. On the other hand, the learning through
the interaction between the implicit and explicit instructions happens when the characteristics
of the textual genre in study is emphasized and analyzed. In order to carry out our study, we
have chosen subjects from two groups of ninth grade of an elementary school in Maceió.
Once we have decided to study the role of the interaction between the implicit and explicit
instructions, the role of memory is important. Hence, we proposed the study of the declarative
memory, having in mind that the implicit instruction itself does not guarantee the
development of the aspects that need to be improved. In our point of view, the interaction
between the implicit and explicit instructions é fundamental in this case. We based our theory
on the connectionist approach that says learning happens through the experience someone has.
According to it, we propose the learning of the textual genre tales of terror in two distinct
environments of instruction. Our main hypothesis is that the learning through the interaction
between the implicit and explicit instructions is more helpful than the learning through the
implicit instruction. We hope our study may help in the studies about cognitive processes
involved in the textual production. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nosso estudo consistiu em verificar o papel da interação entre a instrução implícita e explícita
e do conhecimento do gênero textual conto de assombração no desenvolvimento da produção
textual desse gênero textual. Partimos da compreensão de que a aprendizagem através da
instrução implícita acontece quando o trabalho de determinado gênero textual é conduzido
sem que suas características sejam explicitamente destacadas. Já a aprendizagem através da
interação entre a instrução implícita e explícita acontece quando há destaque e reflexão
explícita sobre os constituintes do gênero textual em questão. Para a realização da nossa
pesquisa, escolhemos sujeitos de duas turmas de nona série do Ensino Fundamental de uma
escola municipal de Maceió. Ao estudar a questão da interação entre a instrução implícita e
explícita, o papel da memória é fundamental para justificar esse tipo de abordagem. Por isso,
propomos o estudo do papel da memória declarativa, partindo da hipótese de que a instrução
implícita apenas não garante o desenvolvimento de aspectos que precisam ser desenvolvidos
na produção textual de forma a levar o aluno a se tornar um escritor proficiente. Defendemos
que a interação entre a instrução implícita e explícita é fundamental nesse caso. E, para
sustentar nosso estudo, nos apoiamos na teoria conexionista, que compreende que a
aprendizagem da linguagem acontece a partir da experiência do indivíduo no ambiente que o
circunda. Seguindo essa premissa, propomos a aprendizagem do gênero textual conto de
assombração em dois ambientes distintos de instrução. Nossa hipótese central foi a de que o
ensino baseado na interação entre a instrução implícita e explícita favorece mais o
desenvolvimento da produção textual do que o ensino baseado só na instrução implícita.
Assim, com base no referencial teórico conexionista, o objetivo geral da nossa investigação
sobre o papel da interação entre instrução implícita e explícita e do conhecimento do gênero
textual conto de assombração no desenvolvimento da sua escritura pretende contribuir para os
estudos sobre os processos envolvidos na produção textual.
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"Stand back and admire - then eat." : Translating explicit and implicit instructions in recipesPantzar, Josephine January 2023 (has links)
This study examines explicitness and implicitness in the instructions of eight English baking recipes and their translations into Swedish. The aim is to investigate whether the degree of explicitness changes in the translation. Additionally, the translation of reader address is examined to determine if it leads to an increase or decrease of the recipe explicitness. Illocution and speech act theory provide a theoretical framework for the analysis. In the examination of translated instructions, the study presents five analyzed verb constructions: the imperative, the passive, the modal auxiliary, the finite verb and the adverbial -ing-clause. In the examination of reader address, the study analyzes the translation of the English subject pronoun you. The results show that the translation keeps close to the ST structure and often renders the instructions with the same verb construction. However, there are instances for each analyzed feature where the translation provides more explicit instructions than the ST. Further, the results indicate that the translation of reader address is closely linked to the translation of the instructions; if the ST verb construction is altered in the TT, the ST reader address may either be translated or omitted in the TT. Additionally, the translator needs to interpret whether the address is aimed at a specific reader or a group of readers, as Swedish can translate the English pronoun you into either du, man, ni or det. The translation of the recipes was performed by the author of this paper, a beginner translator, which may have affected the results.
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An Analysis of the way Grammar is Presented in two Coursebooks for English as a Second Language : A Qualitative Conceptual Analysis of Grammar in Swedish Coursebooks for Teaching EnglishFrom, Malcolm January 2021 (has links)
This essay aims to investigate theoretically how two currently used coursebooks, What’s Up 9 and Solid Gold 1, in a local area of Southern Sweden, present (introduces and covers) grammar. The overall aim is to investigate how grammar is presented, using the present simple and the present continuous as examples. The findings are also mapped to teaching approaches, as well as SLA (Second Language Acquisition) research, to see what approaches are favoured for teaching grammar in the first decades of the 21st century. In order to investigate the course- books, a qualitative content analysis and conceptual analysis was chosen with the presentation of grammar mapped into different categories, by using concepts for teaching and approaches used in SLA. The results show that the two proposed coursebooks favoured a FoFs (Focus on Forms) approach for presenting grammar. Furthermore, the results show that grammar is pre- sented explicitly and, if the teachers use the structures proposed in the coursebook rigidly, they automatically follow a deductive teaching procedure. When using a FoFs, explicit instructions and taking a deductive teaching approach, it may be regarded as the coursebooks suggest a grammar-translation approach as well. However, when observing other exercises connected to the reading texts in the coursebooks, it was detected that both coursebooks favoured a text- based approach for teaching, where the learners are supposed to learn the structure of different texts. In doing so, the grammatical structures are learned subconsciously and implicitly, which indicates that grammar is, in general, taught implicitly in the coursebooks, but presented (intro- duced and covered) explicitly.
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