Le but principal de ce travail est l’approche de chacun des radicaux auxquels la langue espagnole fait appel pour constituer le « verbe ir ». Après une remise en question de la catégorie « auxiliaire » et une analyse détaillée des combinatoires dans lesquelles on trouve ce verbe – qui expliquent les effets de sens produits en discours –, nous faisons l'hypothèse que le verbe ir n’a d’existence qu’à travers des radicaux signifiants divers, porteurs de signifiés [uniques] distincts. On ne peut donc envisager un seul signifié pour le « verbe ir », conglomérat de paradigmes hétérogènes, qui partagent tous cependant un trait commun : la « tension vers ». Cette étude cherche également à définir les liens qui unissent ces formes verbales, regroupées sous l’infinitif ir, à d’autres verbes de la langue espagnole tels que venir, andar, ser ou estar. / The main purpose of this work is to approach each one of the radicals used by the Spanish language to make up the « verb ir ». Reappraising the category known as « auxiliary » and completing a detailed analysis of the combinations in which this verb is to be found [that explain the sense effects produced in discourse] leads us to the assumption that the verb ir only exists through different significant radicals, each of them bearing its own – its one and only – meaning. It is therefore impossible to consider that the « verb ir » has only one meaning, as it is a conglomerate of heterogeneous paradigms that all share a common feature : the « tension towards ». This study also tries to define the links between those verbal forms, grouped under the infinitive ir, and other Spanish verbs such as venir, andar, ser or estar.

This report is a summary and a discussion of a research project on bilingualism in Tornedalen. Within the project "Education in sparsely populated areas", financed by the National Board of Education, a number of studies were carried out aiming at giving a description of the present linguistic situation (Swedish/Finnish) of the pupils in the comprehensive school. Another aim was to see if there was any correlation between school achievement and the linguistic abilities of the pupils (Swedish-Finnish) . In this connection the intention was also to develop methods of measurement and to construct tests. The basis of the work was a model originally developed by Spolsky (1974) and had in a broad sense a "sociology of language" approach. The population consisted of all the 354 pupils in grade 4 in the district of Haparanda, Övertorneå and Paj ala. The gathering of data in which combination of different methods such as interviews, observations and testings were used, took place at the turn of the year 1975/76. The results have been published in six reports (nr 78-83) in the series of reports of the Department of Education, Pedagogiska rapporter, Umeå (in Swedish). In this summary the main results are accounted for concerning the pupil's use of language and linguistic knowledge as well as results and marks. The results show that the use of the Finnish language is almost restricted to the home environment. As for the knowledge of Finnish it can be noted that about 40 per cent have active abilities and the rest of the pupils are purely Swedish speaking. The difference between the mentioned groups as regards the other measurements of achievement used were small or insignificant especially if the social background of the pupils was taken into consideration. The main conclusion was that the Finnish language in Tornedalen is decreasing and that in one or two generations probably all the area will be Swedish speaking. The consequences of this are discussed,and the importance of school and education is also dealt with. Suggestions for further research are given such as longitudinal and iterated cross-sectional studies and comparative studies in other bilingual areas. Studies about attitudes to the languages in Tornedalen are suggested as well as intensified work on the developing of methods in bilingual research. Finnally further investigations on the covariation between different factors and school achievement are recommended. / digitalisering@umu

Tidigare studier har visat att individer med lindrig intellektuell funktionsnedsättning uppvisar en generellt lägre läsförmåga än individer med typisk utveckling. Vad detta bottnar i är oklart men mycket forskning tyder på att språkliga förmågor har en inverkan på läsförmågan. Föreliggande studie syftar till att undersöka eventuella samband mellan läsförmåga och språkliga förmågor hos barn och unga vuxna med lindrig intellektuell funktionsnedsättning i åldrarna 12 till 25 år.  De språkliga förmågor som undersöktes var fonologisk medvetenhet, snabb benämning (RAN), ordförråd, grammatisk förståelse samt språkförståelse. Testningarna genomfördes på deltagarnas respektive skolor utspridda i mellersta och södra Sverige. Råpoängen från respektive test användes i korrelations- och regressionsanalys för att kartlägga eventuella samband. I studien medverkade totalt 27 barn och unga vuxna i åldrarna 13;06–25;09 år. Resultaten visar att RAN och fonologisk medvetenhet har starka signifikanta samband med avkodning som helhet vilka tillsammans förklarar 72,3 % av variansen. Läsförståelse har starka signifikanta samband med fonologisk medvetenhet, grammatisk förståelse, avkodning som helhet och språkförståelse, där avkodning som helhet, språkförståelse och ordförråd förklarar 62,4 % av variansen. Ortografisk avkodning uppvisar ett starkare samband med läsförståelse än fonologisk avkodning. Resultaten i studien överensstämmer med tidigare forskning som menar att fonologisk medvetenhet och RAN är av vikt för alla typer av avkodning och att avkodning i sig påverkar läsförståelsen hos individer med såväl typisk utveckling som med lindrig intellektuell funktionsnedsättning. Däremot går resultaten i föreliggande studie emot tidigare forskning som inte kunnat visa att ordförrådet har signifikant påverkan på läsförståelsen hos individer med lindrig intellektuell funktionsnedsättning. Sammanfattningsvis visar resultaten av föreliggande studie att flertalet språkliga förmågor kan förklara variansen av såväl de olika typerna av avkodning som läsförståelse. Resultatet kan bidra till ökad kunskap kring bakomliggande faktorer till den nedsatta läsförmåga som observeras hos individer med lindrig intellektuell funktionsnedsättning. Resultaten tyder dock på att vidare forskning behövs för att fastställa vilka övriga faktorer som kan förklara resterande varians samt att stärka fynden i föreliggande studie. / Previous studies have shown that individuals exhibiting mild intellectual disability show a lower reading ability than individuals with typical development. The reasons behind these differences are unclear. However, research shows that specific language abilities affect reading ability. The present study aims to investigate any possible correlations between language ability and reading ability in young people with mild intellectual disability, aged 12 to 25 years. The examined linguistic abilities were phonological awareness, rapid automatized naming (RAN), vocabulary, grammatical comprehension and language comprehension. Testing was held at the participants’ schools in various parts of central and southern Sweden. The raw scores were used in correlation and regression analyses to map out any correlations. A total of 27 participants with ages ranging between 13;06 years and 25;09 years were included in the study. The results showed that RAN and phonological awareness had strong significant correlations to decoding and that they together can account for 72.3 % of its variance. Reading comprehension showed strong significant correlations to phonological awareness, grammatical comprehension, decoding, and language comprehension. Language comprehension and vocabulary explained 62.4 % of the variance in reading comprehension. Word decoding showed a stronger correlation to reading comprehension than phonological decoding. The results of the present study are in large parts compatible with previous research, which supports the findings that phonological awareness and RAN are of importance to decoding ability, and that decoding in turn has an impact on reading comprehension in individuals with both typical development and intellectual disability. However, the results in the present study are at odds with previous research, which has not found significant correlations between vocabulary and reading comprehension in individuals with mild intellectual disability. In summation, results of the present study show that a number of linguistic abilities can explain the variance of both decoding and reading comprehension. Hopes are that the results from the present study can contribute to furthering knowledge of the underlying factors which explain why individuals with mild intellectual disabilities generally are poor readers. More research is needed to confirm which other factors can explain the remaining variance and to strengthen the results of the present study.

Este estudo insere-se na Linha de Pesquisa em LingÃÃstica Aplicada, tem como foco a formaÃÃo inicial de professores de lÃnguas e volta-se, mais especificamente, para um exame do processo de formaÃÃo desses docentes no que tange à aquisiÃÃo da competÃncia lingÃÃstica de futuros professores de lÃngua inglesa. Pretendeu-se identificar quais e de que natureza eram as principais deficiÃncias em termos de competÃncia lingÃÃstica dos futuros professores estudados e analisar suas possÃveis implicaÃÃes na sala de aula do EstÃgio Supervisionado do Curso de Letras da Universidade Federal do MaranhÃo (UFMA). Esta pesquisa està centrada nas teorizaÃÃes sobre competÃncia lingÃÃstica dos seguintes autores: Hymes (1972), Canale e Swain (1980), Bachman (1990) e Almeida Filho (1992). Foi considerada, ainda, a classificaÃÃo proposta no Quadro Comum Europeu de ReferÃncia para o ensino de LÃnguas. AlÃm disso, recorreu-se à proposta da AnÃlise de erros fundamentada nas teorias de Corder (1967) e Dulay, Burt e Krashen (1982). Optou-se, do ponto de vista metodolÃgico, por um estudo de base qualitativa e interpretativista, orientado por uma abordagem de cunho etnogrÃfico, aliado Ãs contribuiÃÃes da AnÃlise de erros. O contexto de pesquisa foi o do Curso de Licenciatura em Letras da UFMA, constituÃdo por uma turma de dezesseis alunos do segundo semestre de 2008, da Disciplina PrÃtica de Ensino de InglÃs. Foram selecionadas trÃs aulas de cada aluno, com as quais se obteve um total de quarenta e oito aulas de observaÃÃo. Foram aplicados dois questionÃrios: um antes e outro depois das observaÃÃes. O primeiro teve o objetivo de traÃar um perfil dos estagiÃrios e o segundo, mais especÃfico, analisar as percepÃÃes dos estagiÃrios a respeito dos erros cometidos em nÃvel da sua competÃncia lingÃÃstica. O foco foi a competÃncia gramatical, entretanto, foram observadas tambÃm deficiÃncias de ordem ortogrÃfica e lexical. Constatou-se que todos os alunos observados apresentaram erros em suas produÃÃes orais e escritas e examinou-se como os futuros professores atuavam frente aos erros e sua correÃÃo e as repercussÃes disso no que se refere à formaÃÃo desses docentes e a dinÃmica das aulas. / This study is inserted in the Line of Research in Applied Linguistics. It has as focus the initial formation of foreign language teachers and is turned, more specifically, toward an examination of the process of formation of those teachers in what it refers to the acquisition of the linguistic ability of future English language teachers. The objective was to identify which and of what nature were the main deficiencies in terms of linguistic ability of the studied future teachers and to analyze their possible implications in the classroom of the Supervised Period of training of the Course of Letters of the Federal University of MaranhÃo (UFMA). This research is centered in the theories on linguistic ability of the following authors: Hymes (1972), Canale and Swain (1980), Bachman (1990) and Almeida Filho (1992). The classification proposed in the European Common Framework of Reference for the Education of Languages was also considered. Moreover, the Error analysis based on the theories of Corder (1967), Dulay, Burt and Krashen (1982) were as well considered. The method used is of qualitative and interpretative basis, guided by an approach of ethnographic nature associated with the contributions of the Error analysis. The investigation context was the Course of Graduation as a Licentiate in Letters of UFMA, consisting of a group of sixteen students of the second semester of the year 2008, of the subject Practice of Teaching of English. Forty eight classes have been observed, this is, three classes of each student. Two questionnaires have been applied, one before and the other one after the observations. The first one had the objective to trace the profile of the trainees and the second, more specific, to analyze the perceptions of the trainees regarding the errors committed in the level of their linguistic ability. The focus was the grammatical ability, however, orthographic and lexical deficiencies have been also observed. It was noticed that all the students observed have presented some kind of deficiency in their oral and written productions and it was examined how the future teachers behave before the errors and their correction and the repercussion of that in what it refers to the formation of those teachers and the dynamics of the classes.

El estudio que se presentará investiga la relación entre la variable “género” y los diferentesfactores de motivación y desmotivación de los estudiantes suecos que aprenden español comolengua extranjera. Además, la investigación se centra en las diferencias entre los géneros y susactitudes hacia el español como lengua extranjera, junto con las posibles diferencias en el gradode motivación y cómo esto puede variar a medida que aumenta el aprendizaje. El objetivo del estudio es investigar si existen factores que aumenten odisminuyan la motivación para aprender español y revelar si haya diferencia estadísticamentesignificativa en el afecto de estos factores en los géneros. El estudio se basa en los resultados de cuestionarios respondidas por una muestrade 86 estudiantes suecos que aprenden español como lengua extranjera en Växjö y Eskilstuna.De estos, la muestra se redujo a 64 respuestas debido a aspectos éticos. Los participantes eranestudiantes en su primer año estudiando español como lengua extranjera (el sexto grado), en sucuarto año de español (noveno grado) o en su sexto año de español (tercer año de la secundaria).Los cuestionarios contenían 66 preguntas que cubrían los temas de las actitudes de losestudiantes hacia sus estudios de español, seguidas de declaraciones sobre el aumento odisminución de la motivación de los alumnos y una escala para que los estudiantes indicaran elefecto de los diferentes factores. Las respuestas se analizaron utilizando un documento de Excel y los promediosfueron calculados. Estos promedios se utilizaron para identificar tendencias con respecto a laspreguntas de la investigación. El Chi-Square Test se utilizó para calcular la significaciónestadística en la correlación de género y los diferentes factores de motivación y desmotivación.Los resultados indicaron una correlación estadísticamente significativa entre lavariable de “género” y la experiencia del fracaso. El estudio muestra que las estudiantesfemeninas de esta investigación se mostraron significativamente más desmotivadas por elmiedo al fracaso que los estudiantes masculinos. El estudio también demostró tendencias de unalto grado de motivación al comienzo de los estudios (el primer año), luego una disminuciónde la motivación (en el cuarto año) y un aumento después de pocos años de estudios más (sextoaño). El estudio no pudo concluir ninguna diferencia de género considerando las actitudes delo estudiantes con respecto a sus estudios del español como lengua extranjera. / The following study investigates the relation between the variable “gender” and differentmotivational and demotivational factors of Swedish students learning Spanish as a foreignlanguage. In addition to this the investigation also focuses on differences between the gendersand their attitudes towards the foreign language of Spanish, alongside with potentialdifferences in degree of motivation and how this may vary as the learning increases. The aim of the study is to investigate if there are any factors which increase ordecrease the motivation of learning Spanish and reveal if any of these affects the gendersdifferently to a statistically significant degree. The study is based on the results from questionnaires completed by a sample of 86Swedish students learning Spanish as a foreign language in Växjö and Eskilstuna. Of these,the sample was narrowed down to 64 answers due to ethical aspects. The participants werestudents in either their first year of Spanish (6th grade), their 4th year of Spanish (9th grade)or in their 6th year of Spanish (junior year of high school). The questionnaires contained 66questions covering the topics of the attitudes of the students towards their Spanish studies,followed by statements regarding the increase or decrease of the motivation of the studentsand a scale for the students to indicate the effect of the different factors. The answers were analysed using an-Excel document and calculated averages. Theseaverages were then used to identify tendencies in regard to the questions of the study. TheChi Square test was further used to calculate statistical significance in the correlation ofgender and the different motivational and demotivational factors. The results indicated a statistical significance in the correlation of the variable“gender” and the experience of failure. The study shows that the female students of this studybecame significantly more demotivated by the fear of failing than the male students. Thestudy also demonstrated tendencies of a high degree of motivation at the beginning of thestudies (the first year), then a decrease in motivation (in the 4th year) and an increase afterfurther learning (6th year). The study could not conclude any gender differences consideringthe attitudes of the students in regard to their studies of the foreign language Spanish.

Young people without extensive knowledge of the family languages risk experiencing alienation and identity crises. This study focuses on two young people and their relationship to the family languages through life story interviews. The participants rate their own language skills low and share how it has affected their upbringing and identity. With the help of narrative theory and Bourdieu’s theoretical framework, the participants’ life stories are analyzed based on capital, habitus and general features of the narrative. The study shows that the two participants have thematic experiences in common, among other things the fear of saying the wrong thing, the support of family members, having a linguistic responsibility and a view on their language skills as lacking have been consistent in both life stories. However, the details of the individual stories have had different effects on the attitudes towards language and identity the participants have today. / Unga utan betydande kunskaper inom familjespråken riskerar att uppleva utanförskap och identitetskriser. Denna studie fokuserar på två ungdomar och deras relation till familjespråken genom livsberättelseintervjuer. Deltagarna värderar sina egna språkkunskaper lågt och berättar hur det har påverkat deras uppväxt och identitet. Med hjälp av Bourdieus teoretiska ramar och narrativ teori analyseras deltagarnas livberättelser utifrån kapital, habitus och generella drag i berättandet. Studien visar att de två deltagarna har tematiska upplevelser gemensamt, bland annat har rädslan att säga fel, familjemedlemmars stöd, att ha ett språkligt ansvar och ett bristperspektiv på språket varit genomgående i båda livsberättelseintervjuerna. Däremot har detaljerna i de individuella berättelserna haft olika påverkan på de attityder kring språk och identitet deltagarna har idag.