This study explores the impact of authentic materials on the oral competence of students. In extension, this study is interested in the perspectives and experiences of authentic materials among teachers in French in Swedish secondary school.A solid theoretical framework has been made in the aim at understanding and appreciating the key words of this research, such as oral competence, authenticity, and authentic documents to guarantee a common understanding of these terms which form the basis of this study. In addition, this step allowed to highlight the importance of these criteria in Swedish official educational documents but also to understand how authentic documents help develop students' oral skills.For the purposes of the study a qualitative design was chosen, and data was collected by three semi-structured interviews with three teachers. The results of this study show that two out of three teachers do not particularly consider the criterion of authenticity, and one identified reason was that these teachers simply did not consider this criterion, for lack of time and preferring to use a textbook. However, the teacher who regularly uses authentic materials experiences that it improves the motivation of students and make them more inclined to communicate orally in the target language. Thus, this study points out that few teachers may consider the criterion of authenticity and the use of authentic documents, since out of 3 teachers questioned, only one regularly uses authentic materials. The conclusion is drawn that teachers might be unaware of the many benefits with using authentic materials, which was highlighted during the theoretical research but also in the results of interviews which suggests that the students speak more easily in the target language when the teacher uses authentic materials, preferably in a playful way.

The aim of this essay is to identify if students experience anxiety in oral contexts during their Spanish classes. The aim is also to investigate what factors affect the potential anxiety, and determine the factor that influences the students to the greatest extent. The present study is an empirical study consisting of questionnaires carried out with 163 students from two different schools, one lower secondary school and one upper secondary school. The students study Spanish as a foreign language in four different course levels, from levels 1 to 4.Anxiety in oral contexts when studying a foreign language is a well known phenomenon within the area of foreign language adquisition. Accordingly, this study aims to, on the one hand, either confirm or disprove the hypothesis that students experience anxiety. On the other hand, the aim is to find out a potential correlation between the students’ self-assessed proficiency levels of Spanish and their reported levels of anxiety. Lastly, the study aims to determine whether the teachers of the questioned students has knowledge of what the students’ answers will be.The results given by the questionnaire show that the vast majority of the students experience anxiety, not only in terms of the course of Spanish in general but also in terms of an oral context. In order to determine if there are any correlations between the variables in question, a series of statistical tests are applied and analysed. The results have shown that there exists a correlation between the students’ self-assessed proficiency levels of Spanish and their reported levels of anxiety. According to the teachers’ answers, the results show that they are, in most cases, not in line with the students’ answers.

Då strategier är vagt beskrivna i styrdokument och svåra att observera hos elever är studiens syfte att undersöka några lärares förmåga att uppfylla läroplanens krav när det gäller undervisning och bedömning av strategier i muntlig kommunikation i engelska och slutligen utifrån litteratur ge exempel på hur det kan konkretiseras i klassrummet. Genom kvalitativa metoder inom fenomenologin har observationer och intervjuer med tre lärare genomförts och analyserats. Resultatet visar att lärare är överens gällande styrdokumentens otydlighet. Dessutom är strategibegreppet vagt beskrivet och saknar gemensam definition bland forskare. Lärares metoder för att undervisa strategier sker både genom direkt och indirekt undervisning och båda metoderna får stöd i forskning. Materialet som ska bidra med mer förståelse till kursplanen, kommentarmaterialet, används inte av lärare. Det leder till att lärare inte blir medvetna om vilka strategier elever rekommenderas att använda och att bedömningen av kunskapskravet blir godtyckligt. Lärare anser dessutom att strategier är svåra att upptäcka då vissa strategier inte sker synligt eller att de sker i samband med att elever interagerar i par eller helklass. Problemet med att upptäcka vilka strategier som används av ”duktiga elever” gör att progressionen i kunskapskravet kan ifrågasättas. Resultatet visar på ett utvecklingsbehov av metoder för att undervisa strategier i muntlig kommunikation samt att resurseffektiva metoder för bedömning behöver identifieras. / When strategies are vaguely described in steering documents and difficult to observe with students, the aim of the study is to investigate the ability of some teachers to fulfil the curriculum's requirements in terms of teaching and assessing strategies in oral communication in English and finally based on literature giving examples of how it can be made concrete in classroom. Through qualitative methods in phenomenology, observations and interviews with three teachers have been carried out and analysed. The result shows that teachers agree on the obscurity of the steering documents. In addition, the strategy concept is vaguely described and lacks a common definition among researchers. Teachers' methods for teaching strategies take place through direct and indirect teaching and both methods are supported in research. The material that will contribute more understanding to the syllabus is not used by teachers. This means that teachers do not become aware of which strategies students are recommended to use and that the assessment of the knowledge requirement becomes arbitrary. Teachers also believe that strategies are difficult to detect, as some strategies are not visible or that they occur in connection with pupils interacting in pairs or in full class. The problem of discovering which strategies are used by "good students" makes the progression of the knowledge requirement questionable. The results show a need for development of methods for teaching strategies in oral communication and that resourceefficient methods of assessment need to be identified.

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No. of bitstreams: 1 TESE-CARLA MEIRA PIRES DE CARVALHO..pdf: 5374363 bytes, checksum: 099b98894d94a427245c3723b1885151 (MD5) / A presente pesquisa buscou construir de forma dialógica, uma abordagem teóricometodológica para o ensino do teatro na Educação de Jovens e Adultos (EJA) a partir da associação entre suas memórias e narrativas de vida e a Literatura de Cordel, por considerá-la capaz de suscitar possíveis mudanças de paradigmas por parte desses sujeitos em relação ao espaço escolar e suas competências lingüísticas, tais como a escrita, a leitura e a oralidade. Esta abordagem de ensino do teatro visa a reflexão sobre a importância de ser construído um olhar cuidadoso acerca dos alunos de EJA e sua formação estética. Posicionamento este que concebe a escola como um espaço impulsionador no que se refere à legitimização do ensino do teatro no currículo escolar e a inserção desses alunos no mundo das Artes em suas múltiplas linguagens. Esta pesquisa se insere no campo de estudo relacionado às pesquisas qualitativas, tendo a pesquisa-ação e seu caráter dialógico como encaminhamento, no qual os sujeitos da investigação estão implicados na busca por caminhos investigativos que proporcionem mudanças significativas na formação humana, principalmente em seus aspectos político-sociais e culturais. Este trabalho buscou como fundamentação teórica, a interrelação entre três áreas do conhecimento, a saber: o teatro, o cordel e as narrativas de vida, utilizando como aporte teórico as pesquisas de autores como: Desgranges, Ryngaert, Freire, Kleiman, Soares, Candau, Bosi, Josso, Souza, Bakhtin, Bourdieu, Cascudo, Bião, Santos, dentre outros. O caminho norteador proporcionado pela pesquisa-ação contou com a pesquisa de campo, baseada em um trabalho com oficinas de teatro e cordel de onde foram produzidos os discursos que serviram de base, para uma escuta sensível, que auxiliou na formação e organização das categorias de análise, através dos estudos acerca da Análise de Discurso, tendo como orientação conceitual e metodológica autores como Michel Pêcheux e Eni Orlandi. O espetáculo “A História das Mulheres”, produzido e encenado pelos alunos de EJA, a partir da aliança entre suas narrativas de vida e a literatura de cordel, aliado a consolidação das categorias de análise apontaram para resultados epistemológicos que dizem respeito à mudança de paradigma desses alunos em relação às suas trajetórias de vida, ao teatro e ao cordel como saberes possíveis à sua formação cognitiva, sensível e estética. A pesquisa apontou também para uma compreensão mais aprofundada por parte desses alunos de EJA em torno do seu processo de ensino aprendizagem com a escrita, a leitura e principalmente com a oralidade, contribuindo para uma reflexão no que se referem as suas competências linguísticas, possibilitando a esses sujeitos, novas perspectivas em relação a si e à escola, compreendendo essa última, não como o único espaço de produção de conhecimento, mas também descobrindo sua trajetória de vida como uma experiência formativa. / ABSTRACT The actual research has tried to build in a diological way, a theoretical-methodological approach for the Drama teaching for the education of young and adults (EJA) through memory associations and life narrative and Cordel Literature, considerating it capable of arousing possible paradigm changes by these individuals in relation to the school space and its lingistic competences, such as writing, reading and oral tradition. This teaching approach of the Drama Classes aims the reflexion about the importance of building a careful look about EJA students and its aesthetics formation. Such position conceives the school as a driving force space in relation to the legitimization of the drama teaching in the school curriculum and the insertion of these students into the Art World and its multiple languages. This research is inserted in the study field related to qualitative researches, having the target-research and its dialogical character as a guide, in which the investigation individuals are involved in a search for investigative ways that can offer meaningful changes in the human formation, specially in its political, social and cultural aspects. This paper has tried to accomplish as a theoretical reason the inter-relation between the three knoledge areas, such as: cordel and life narratives, using as a theoretical support the works of authors like: Desgranges, Ryngaert, Freire, Kleiman, Soares, Candau, Bosi, Josso, Souza, Bakhtin, Bourdieu, Cascudo, Bião, Santos, among others. The mainspring way suggested by the target-research, has counted on the field research, based in a work with Drama workshops and cordel literature, in which the basis discourse was produced for a sensitive listening, which has helped in the formation and analisis cathegories organizations, through the studies regarding the Discourse Analisis, having the conceptual and methodological orientation from authors like Michel Pêcheux and Eni Orlandi. The show “Women history” (A história das mulheres), produced and acted by EJA students, from the alliances between their life narratives and cordel literature, allied to the analisis cathegory consolidations has pointed to epistemological results concerning to paradigm changes for these students and their life stories, the theater and cordel as possible causes in their cognitive, sensitive and aesthetical formation. The research has also pointed to a deeper understanding by these EJA students around their own learning process with the writing, reading and oral competences, leading to a reflexion in what refers to their linguistic competence itself, allowing these individuals to new perspectives about themselves and the school, perceiving this not as the only space possible of knowledge production, but also learning their life stories as a formative experience. / RÉSUMÉ La présente recherche a essayé de construire d’une façon dialogique, une abordage théorique-méthodologique pour l’enseignement du théâtre dans l’éducation de jeunes et adultes (EJA), a partir de l’association entre ses mémoires et récits de vie e la littérature de cordel, pour la considérer capable de susciter possibles changements de la part de ces sujets en rapport à l’espace escolier e ses compétences lingüistiques, tels comme l’écriture, la lecture et l’oralité. Cette approche d'enseignement du théâtre cherche à la réflexion concernant l'importance d'un regard prudent vers les étudiants d'EJA et sa formation esthétique. Positionement que conçoit l'école comme un espace d’impulsion dans ce qui se réfère a légitimer le langage théâtrale dans le programme d'études scolaire et l’insertion de ces étudiants dans le monde des Arts en ses multiples langages. Cette recherche s'inscrire dans le champ d'étude lié aux recherches qualitatives, ayant la recherche-action et son caractère dialogique, dans laquelle les sujets de l'enquête sont impliqués dans la recherche par des chemins d’investigations qui fournissent des changements significatifs par rapport à la formation humaine, notamment dans leurs aspects politiques-sociaux et culturels. L'enquête cherchée comme base théorique l'interrelation parmi trois domaines de la connaissance, a savoir: le théâtre, le cordel et les récits de vie tenant en compte des contributions des auteurs comme: Desgranges, Ryngaert, Freire, Kleiman, Soares, Candau, Bosi, Josso, Souza, Bakhtin, Bourdieu, Cascudo, Bião, Santos, entre autres. Le chemin éclairé proportionné par la recherche-action a compté avec la recherche sur le terrain, sur laquelle ont été produits les discours au long des ateliers de théâtre qui ont servi de la base, à l’aide d’une écoute sensible pour la formation et l'organisation de catégories d'analyse, par les protections concernant l'Analyse de Discours, en ayant comme l'orientation conceptuelles et méthodologiques des auteurs tels que Michel Pêcheux et Eni Orlandi. Le spectacle « l'Histoire des Femmes », produit et mis en scène par les élèves d'EJA, allié avec la consolidation des catégories des analyses a signalé des résultats épistémologiques concernant le changement du paradigme de ces étudiants en rapport leurs chemins de vie, au théâtre et au cordel comme des savoirs nécessaires pour sa formation cognitive, sensible et l'esthétique. La recherche a signalé une compréhension plus approfondie de la part de ces étudiants d’EJA concernant son processus d’apprentissage avec l'écriture, la lecture et notamment avec l'oralité, em contribuant pour une réflexion que fait référence a ses compétences linguistiques, que rend possible a ces sujets, nouvelles perspectives en rapport a soi et l’école, tenant cette dernière, pas comme le seul espace de production de connaissance, mais aussi découvrant sa trajectoire de vie comme une expérience formative.

Swedish learners of French often do not speak French in the FLE class (French as a foreign language). They experience large difficulties which are on the one hand specific to the French language e.g. chaining and deletion of Schwa, liaison, accentuation and on the other hand the excessive use of the mother tongue in FLE class. The aim of this essay is to understand why French learners communicate little in the target language. The essay consists of three parts. In the first part, through previous studies, we present the importance of the use of the target language in class. Theorists (Lundahl (2012), Tornberg (2015), Dysthe (1996,2003), Lindberg (1996) et Stoltz (2011), as well as the study plan, agree that it is very useful to expose students to the target language as often as possible in order to enrich their vocabulary and increase their knowledge in the taught foreign language. The second part consists in the responses and comments from the questionnaires submitted to the learners and the two teachers. In these questionnaires, most students admit not only that they like to speak French in class, but they would also like the teacher to use the target language. However, to overcome their difficulties to communicate they would like to have more oral production activities. The third part is based on our observations in class. We find out that the most spoken language in the classroom is the mother tongue, which is an obstacle. We also noticed that certain activities, such as watching a film followed by work in a small group and simple dialogues with themes very common in everyday life, prepared in advance and playing them in front of the class, encouraged students to express themselves in French without worrying too much about their faults.