This study was carried out in two locations in the northernmost part of Sweden, in two different primary schools, one in a village in a rural area and one in a mid-sized city. A mix of methods was used, including interviews, questionnaires and logbooks. A total of 37 pupils in year 3 of the Swedish primary school system took part in the study. The purpose was to find out what extramural English (EE) activities pupils engage in, how much time they spend on these activities and to what extent it affects their confidence in their own English proficiency. The study comes to the conclusion that the pupils engage in a wide variety of EE activities, and that the time spent on these activities also varies greatly. Based on the interviews, there seems to be a positive correlation between engagements in EE activities and confidence using English as a foreign language.

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Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2017-06-21T20:27:05Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Bruna_Teixeira_Correa.pdf: 9689804 bytes, checksum: fe5f90a03f7fea35e63a7d704bd3c1be (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-06-21T21:13:49Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Bruna_Teixeira_Correa.pdf: 9689804 bytes, checksum: fe5f90a03f7fea35e63a7d704bd3c1be (MD5) / Made available in DSpace on 2017-06-21T21:13:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Bruna_Teixeira_Correa.pdf: 9689804 bytes, checksum: fe5f90a03f7fea35e63a7d704bd3c1be (MD5) Previous issue date: 2017-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Este trabalho se propõe a investigar a aquisição das vogais nasais [ɛ̃], [ã] e [ɔ̃] da Língua Francesa por aprendizes do curso de licenciatura em Letras Português/Francês da Universidade Federal de Pelotas. Em termos articulatórios, essa classe de segmentos caracteriza-se pelo abaixamento do véu palatino, o que gera o acoplamento dos tubos nasal e oral (SEARA, 2000; DEMOLIN e MEDEIROS, 2006; BARBOSA e MADUREIRA, 2015) e, consequentemente, por aspectos acústicos diferentes daqueles encontrados nas vogais orais. Com a passagem livre do ar no trato nasal, o primeiro formante (F1) tende a abaixar e o terceiro (F3) a aumentar (HAWKINS e STEVENS, 1985; DELVAUX, 2001). Há também uma modificação na amplitude de picos espectrais – menor para as nasais –, aparecimento de picos espectrais adicionais e uma maior duração para os referidos segmentos (MORAES e WETZELS, 1992; SOUSA, 1994). Para desenvolver essa pesquisa, tomou-se como base a Fonologia Gestual (BROWMAN e GOLDSTEIN, 1986), cujas análises abordam o caráter dinâmico da fala e tratam o gesto como primitivo de análise. Para tanto, foram realizadas coletas de dados orais e articulatórios com três grupos de informantes: Grupo I - 8 aprendizes de FLE de semestres distintos (2º, 3º, 5º, 7º e 8º) do curso de licenciatura; Grupo II - 4 nativas de francês; e Grupo III - 4 nativas de português brasileiro. Os instrumentos de coletas consistem para a produção oral, em um teste de eliciação de palavras e de logatomas em frase-veículo e para a produção articulatória, somente o segundo tipo de teste já referido. As coletas dos Grupos I e III foram realizadas na cabine acústica do Laboratório Emergência da Linguagem Oral (LELO/UFPel); já as do Grupo II, em Paris/França. Para análise acústica dos dados de produção oral, foi utilizado o software PRAAT versão 6.0.20; para a análise articulatória, o software Articulate Assistant Advanced (AAA), versão 2.16.11. A análise dos segmentos dos dois grupos de nativas constatou que (i) as vogais nasais do PB têm maior duração absoluta, bem como maior duração de seus murmúrios; (ii) a duração relativa da fase nasal das vogais do francês são mais longas; (iii) para diferenciar segmento nasal de oral, a nativa do francês posterioriza seus movimentos de língua, já a do português, eleva. Quanto aos dados das aprendizes, foi possível constatar: (i) as vogais nasais do francês têm maior duração relativa e absoluta quando comparadasàs do português; (ii) maior duração absoluta da fase nasal das vogais da LE; (iii) menores valores de duração do murmúrio no FR; (iv) generalização de gestos de língua da informante do 2º semestre para as três vogais nasais do FR e (v) distinção acurada da informante do 8º. / This work aims to investigate the acquisition of the nasal vowels [ɛ̃], [ã] and [ɔ̃] of French by learners in an undergraduate course in Languages (Portuguese and French) of Federal University of Pelotas (UFPel, Brazil). In articulatory terms, this class of segments is characterized by a lowering of the velum, which makes a connection between nasal and oral tubes (SEARA, 2000; DEMOLIN and MEDEIROS, 2006; BARBOSA and MADUREIRA, 2015). Consequently, the acoustic aspects that characterize these vowels are different from those found in oral vowels. With the free passage of air in the nasal tract, the first formant value (F1) tends to lower and the third formant value (F3) tends to rise (HAWKINS and STEVENS, 1985; DELVAUX, 2001). There is also a change in the width of spectral peaks – which is smaller for nasal vowels –, as well as the appearance of additional spectral peaks and a longer length for these segments (MORAES and WETZELS, 1992; SOUSA, 1994). In order to develop this research, Gestural Phonology (BROWMAN and GOLDSTEIN, 1986) has been adopted as a theoretical basis. Its analyses approach the dynamic nature of speech and regard the gesture as a primitive of analysis. To this end, collections of oral and articulatory data have been made with three groups of informants: Group I – 8 learners of French as a foreign language (FFL) in different semesters (2nd, 3rd, 5th, 7th and 8th) of the course; Group II – 4 native speakers of French; and Group III – 4 native speakers of Brazilian Portuguese (BP). The data collection instruments for oral production were tests of elicitation of words and pseudowords in a carrier phrase and, for articulatory production, only the second type of test has been applied. The data collections with Groups I and III were made in an acoustic cabin of the Emergence of Oral Language Laboratory (LELO/UFPel); the data collections of Group II were made in Paris, France. The softwares used for the analyses were Praat (version 6.0.20) for oral production data, and Articulate Assistant Advanced (AAA, version 2.16.11) for articulatory data. The analysis of the segments produced by both groups of native speakers showed that (i) BP nasal vowels have longer absolute length, as well as a longer length of their murmurs; (ii) the relative length of the nasal phase of French vowels is longer; (iii) in order to distinguish nasal segments from oral ones, the native speaker of French posteriorizes her tongue movements, whereas the speaker of Portuguese elevates them. Regarding the data produced by learners, it was possible to verify: (i) longer relative and absolute lengths in French nasal vowels when compared to Portuguese; (ii) longer absolute length of the nasal phase in vowels of the foreign language; (iii) lower values of murmur length in French; (iv) generalization of tongue gestures by the 2nd semester informant for the three French nasal vowels and (v) accurate distinction by the 8th semester informant.

Cette recherche s’inscrit dans le domaine des sciences du langage et plus particulièrement dans celui de la Didactique des Langues (DDL) et de la Communication Médiatisée par Ordinateur (CMO). Son objectif est d’étudier les interactions entre les différents apprenants, et celles avec les enseignants/tuteurs, en relation avec des mondes virtuels en 3D, en particulier Second Life qui offre des possibilités pour la communication synchrone et la visite de « lieux » variés pour l'apprentissage.En nous appuyant sur la notion d’affordance dans une perspective écologique, nous voulons mettre l’accent sur la perception et l’action de chacun, apprenant et enseignant, en rapport avec les possibilités d’interaction et d’apprentissage offertes par ce monde virtuel. Nous avons choisi deux axes de recherche : tout d’abord analyser un certain nombre de pratiques existantes à travers leurs scénarios pédagogiques qui exploitent plus ou moins les possibilités de SL ; ensuite élaborer un scénario dans le cadre d’une télécollaboration mettant l’accent sur l’interactivité et les interactions. Nous étudions les perceptions des apprenants face aux possibilités offertes par ce scénario. Il peut y avoir un écart entre ce que propose le scénario et la manière dont il est ressenti et mis en œuvre.Les résultats de cette recherche qualitative fournissent quelques principes pour la conception et la mise en œuvre d'environnements d'apprentissage d’une L2 médiatisés par un monde virtuel en 3D, qui peut être le supplément d’un cours en présentiel ou une formation entièrement à distance. Pour nous, la réussite d’un scénario est avant tout liée aux possibilités d’échanges offertes à travers les activités, et à la capacité des étudiants à les mettre efficacement en œuvre avec l’aide de l’enseignant/tuteur. / This research falls within the field of language sciences, especially language teaching and computer-mediated communication (CMC). The aim of this dissertation is to study the interactions of the learners between themselves and with their teachers/tutors in virtual worlds such as Second Life where synchronous communication and visits in various “places” are possible.Based on the notion of affordance from an ecological perspective, our focus is on the perception and the action of both the learners and the teachers as to the interaction and learning possibilities generated by the virtual world. This research consists of two main parts: firstly, we analyze a number of existing teaching practices through pedagogical scenarios in which the possibilities of Second Life are not always fully exploited; secondly, within the context of a telecollaboration, we create a scenario taking advantage of the possibilities of the virtual world in order to promote interactivity and interaction. Then we study the learners’ perception of these possibilities. It is noted that there is a difference between what is offered by the scenario and how it is perceived and put into practice.The results of this qualitative research provide some principles for the conception and the setting up of a foreign language learning environment mediated by a 3D virtual world. It could be a valuable addition to face-to-face lessons or be used as a training program for distance learning. From our point of view, the success of a scenario depends mostly on the exchange opportunities proposed by the tasks and the capability of learners to make use of them efficiently with the help of their teachers or tutors.

Cette thèse en didactique des langues étrangères montre le potentiel des corpus pour l'apprentissage de l'allemand au collège. Conformément aux objectifs poursuivis dans une recherche-action, elle renseigne sur l'évolution des acteurs impliqués dans un dispositif spécifique, en tenant compte de facteurs multiples, tels que le type d'input, les outils, les modes de travail - en présentiel et à distance - et la relation pédagogique. J'ai observé les effets d'un scénario pédagogique, basé sur l'exploitation de corpus spécialisés pour la création de textes du domaine du tourisme. Les participants, des adolescents de niveau intermédiaire en allemand, langue étrangère, ont exploré les corpus à l'aide de lignes de concordances. J'ai analysé leurs discours et leurs actions face à l'input, et j'ai décrit l'évolution de certains aspects linguistiques et discursifs de leurs textes. Le projet et les outils proposés ont soutenu le développement de modes de lecture qui ont favorisé la recherche ciblée d'informations dans l'input. Le recyclage d'éléments repérés dans l'input a mené, pour une partie des apprenants, à l'obtention de productions écrites dont les caractéristiques linguistiques et discursives sont proches de celles attestées dans les corpus. L'écriture intertextuelle a permis aux participants, à des degrés variables, de se décentrer et de progresser dans l'apprentissage de l'altérité. L'observation de formes linguistiques à l'aide de lignes de concordances et l'intégration de collocations identifiées dans l'input ont contribué au développement du système linguistique, en particulier dans le domaine de la flexion des adjectifs. / This action-research in applied linguistics investigates the evolution of adolescent learners of German as a foreign language during a project involving corpus exploration. It focuses on the role played by resources, tools, face-to-face learning versus distance learning and by the pedagogical relationship. My research analyzes how the learners perceived and exploited three small specialized corpora containing texts representing each one sub-genre of the « tourist information » genre. The learners explored them by means of concordance lines. Firstly, I observe what the learners said about the input and what they did with it. Secondly, I describe how the language and the discourse used in the texts changed during the project. The tasks and tools of the project helped some of the learners to develop reading habits which focus on information retrieval more than on complete comprehension of the text. The effects are texts written in a German ha! ving linguistic features that resemble those attested in the explored corpora. The intertextual writing method offered by the project supports acculturation to the foreign language. By means of concordancing and the import of collocations, the learners are now able to deal with some language features, especially with the domain of German adjective inflection, better than before.

Učební styl žáka a jeho role v procesu osvojování slovní zásoby v cizím jazyce u žáků mladšího školního věku Kateřina Smolíková ABSTRACT The thesis deals with learning styles and their role in the process of vocabulary acquisition. The theoretical part characterizes the basic concepts associated with learning styles, their typology and the history of their research, their diagnostics and pedagogical application. Furthermore, some previous research concerning the effectiveness of respecting the student's learning styles in teaching is mapped here. The practical part describes a research survey, which aims to identify students' learning styles and compare the level of acquired vocabulary depending on the way in which the new vocabulary was presented to students. The comparison of the level of acquired vocabulary took place in three groups, whose learning style preferences differed from each other. It was a visual-verbal and kinesthetic-aural group and a group of students without a preference for learning style. At the same time, the practical part also analyzes the percentage composition of the preferences of learning styles of individual respondents and compares their results with their preferences. KEYWORDS learning style, VARK questionnaire, younger school age, vocabulary acquisition, foreign language

The main theme of the thesis is the acquisition of French language in language courses in French-Czech club in Kladno. The thesis is divided into three principal parts. In the initial one we present the institution of French-Czech club in Kladno. In addition we mention also the partnership between Kladno city and Vitry-sur-Seine in France. The main aim of the thesis are the French language courses organized by the French- Czech club in Kladno. We deal with every single course in the club, we mention the visitors of this courses and also the motivation of these students. But the thesis concern the most the caracteristics of textbooks and workbooks used in the process of teaching French in French- Czech club in Kladno. In the courses, there are two types of textbook used in the French language courses - Czech-written and French-written textbooks. Between Czech-written textbooks, we mention ON Y VA! 1. (J. Taišlová; 2007), that is based on the structural-notional compromise combined with the situational principle. Between French-written textbooks used in French language courses in French-Czech club in Kladno, we characterize the first volume of Alter Ego (C. Hugot; V.M. Kizirian; M. Waendendries; A. Berthet; E. Daill; 2012). Alter Ego textbook employs the principles of the Common European Framework of...

The present thesis tries to approach the issue of foreign language acquisition and foreign language didactics approaches. The main theme of the work is socio-cultural competence in teaching Czech for foreigners. It also states the issue in a broader context. Following is a detailed analysis of that term and its definition in a social frame of reference levels for Czech A1. The main part comprises of individually assessed five selected textbooks of Czech for foreigners. The analysis is carried out based on own criteria which have been determined in accordance with the required components of the socio-cultural competencies according to the Common European Framework of Reference (CEFR) and J. Průcha methodologies. In the final part of the thesis is made mutual comparison of books with regard to the extent of helping to deepen and develop the student's knowledge in terms of socio-cultural competence. Powered by TCPDF (www.tcpdf.org)

Esta pesquisa teve por objetivo encontrar indícios a respeito da natureza da gramática não nativa do espanhol, especificamente no que se refere à aquisição/aprendizagem do objeto pronominal acusativo de 3ª pessoa, a partir da intuição de aprendizes brasileiros de diferentes gerações, níveis de aprendizagem de ELE e níveis de instrução em LM. Partindo das diferenças entre a gramática do espanhol e do PB, que possuem propriedades abstratas diferentes nesse aspecto da gramática, o que indica diferenças paramétricas entre elas, das mudanças no PB, e considerando a LM como a mediadora entre a GU e a gramática da LE, nossa hipótese foi de que a gramática não nativa dos aprendizes de menor faixa etária seria mais permeável à gramática contemporânea do PB, enquanto a dos aprendizes de faixas etárias mais elevadas seria menos permeável. Por meio da análise dos testes de aceitabilidade de ambas as gramáticas, constatamos que a coexistência de gramáticas no PB possui diferentes graus de consolidação e de aceitação na intuição dos falantes das duas diferentes gerações e se reflete na intuição não nativa dos aprendizes. Por outro lado, encontramos evidências de reestruturação, que nos remetem ao reflexo da gramática do espanhol na intuição não nativa, além de indícios de que os elementos visíveis podem atuar como desencadeadores de reestruturação no início da aprendizagem. Entretanto, encontramos evidências também de que o processo de reestruturação não capta as propriedades abstratas da LE, bem como seria apenas parcial. A partir dessas constatações, é possível afirmar que há evidências de que a competência não nativa seja apenas aparente, de modo que não corresponde à representação mental de um falante nativo. / The aim of this paper is to find evidences on the nature of Spanish non-native grammar, regarding specifically to the acquisition/learning of the 3rd person accusative pronominal object, from Brazilian learners intuitions of different generations, Spanish and educational levels. Our hypothesis is that the non-native grammar of younger learners is more permeable to BP contemporary grammar than non native grammar of older learners, based on differences in Spanish and Brazilian Portuguese (BP) grammar which have different abstract properties in this very aspect of grammar, indicating parametric differences between the languages, linguistics changes in BP and considering the mother tongue as a mediator between the Universal Grammar and the foreign language. Through acceptability test analysis of both grammars, it was found that the coexistence of BP grammars has different degrees of consolidation and acceptance in the speakers intuition of different generations and it reflects on learners non-native intuition. In contrast, restructuring evidences revealing the Spanish grammar reflection in non-native intuition were observed. Furthermore, evidences that visible elements can act as restructuring triggers in Spanish first lessons were identified. However, our findings reveal that the restructuring process does not capture FL abstract properties and that the former is only partial. From these results, there are evidences that the non-native competence is apparent, since it would not correspond to a native speakers mental representation.