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This is a comparative study of the Swedish and Norwegian syllabi for English for the minimum courses required in order to be allowed to apply for university courses in both countries. The study focuses on the assessment of oral production and what guidelines teachers and students are provided with in order to know what is to be assessed. As a reference point while comparing, the Common European Framework of Reference has been used as a framework for this study.  The comparison has been done solely in a text-oriented manner, comparing both of the syllabi with the reference document. In the conclusion, the results drawn from this comparison will be put against each other in order to see any differences between the two syllabi and the ways in which they have interpreted the reference document.  The conclusion was that both of the syllabi were largely inspired by the reference document and so turned out to be very similar in many aspects within oral proficiency assessment, as well as there were some aspects where they were quite different. The most obvious of these were the aspect of descriptors of different grade levels which was an aspect where all three documents differed in some manner, the Norwegian syllabus being the document that was least alike the two other documents.

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Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-16T13:52:40Z No. of bitstreams: 1 Sônia Maria de Souza Ancântara.pdf: 1507304 bytes, checksum: 3b28626ae41bf2075680eb9c960f5b63 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-06-04T17:27:00Z (GMT) No. of bitstreams: 1 Sônia Maria de Souza Ancântara.pdf: 1507304 bytes, checksum: 3b28626ae41bf2075680eb9c960f5b63 (MD5) / Made available in DSpace on 2013-06-04T17:27:00Z (GMT). No. of bitstreams: 1 Sônia Maria de Souza Ancântara.pdf: 1507304 bytes, checksum: 3b28626ae41bf2075680eb9c960f5b63 (MD5) Previous issue date: 2005 / A presente dissertação teve como principal objetivo analisar se o desenvolvimento e/ou sensibilização da oralidade, através de atividades lúdicas, pode vir a possibilitar uma melhor aprendizagem da Língua Inglesa. Este estudo partiu de algumas teorias que envolvem o ensino de uma língua estrangeira, dentre elas estão: a teoria da aquisição da linguagem; a questão da compreensão oral e a pronúncia; os diferentes métodos, abordagens e estratégias para o ensino da Língua Inglesa; a teoria da aprendizagem a partir do socionteracionismo de Vygotsky e a presença da ludicidade na práxis pedagógica. Desta forma, foi possível, através de aulas práticas de Língua Inglesa, avaliar o impacto causado pelas atividades orais desenvolvidas junto a 32 estudantes da 7ª série do ensino fundamental em uma escola da rede pública da SEC/Salvador. O percurso metodológico está baseado na abordagem qualitativa e quantitativa, tendo como técnica investigativa o estudo de caso. A conclusão a que se chegou foi a de que o desenvolvimento de atividades orais em sala de aula para o ensino da Língua Inglesa, tendo como agente mediador a ludicidade e perspectiva sociointeracionista, propicia um melhor resultado no aprendizado, principalmente no que se refere à motivação dos educandos. / Bahia

The increased survival of high-risk preterm infant has required a great number of studies about his/her quality of life and integration during development process with the need for a greater improvement and specialization in the other areas who cares of these children. Many premature infants need to receive mechanical ventilation and it may represent a risk factor for the development of the stomatognathic system causing difficulties in the introduction of oral feeding. This paper aims to evaluate the effects of the endotracheal tube used for mechanical ventilation on the oral skills and feeding performance of preterm infants. Forty-five preterm infants were selected in the Neonatal Intensive Care Unit (NICU) at the University Hospital of Santa Maria (HUSM) from February 2012 to February 2013. The babies were enrolled at the time to begin oral feeding, after parent s consent was obtained. Children who presented head or neck malformation, genetic syndromes, heart problems, perinatal asphyxia, intracranial haemorrhage grades III and IV and bilirubin encephalopathy were exclude. Participants were divided in two groups according the use or not of endotracheal tube. The oral skills were evaluated at the time to begin oral feeding through two distinct protocols: Fujinaga et al. (2005) and Lau and Smith (2011). The data were analyzed using software Stata 10, being considered as significant the p value < 0.05. We concluded that the use of endotracheal tube during neonatal hospitalization negatively influenced the feeding performance and prolonged the time to acquisition full oral feeding in preterm infants. However, it seems have no influence on oral skills according the protocols. The protocol proposed by Fujinaga seems better discriminate the oral skills when compared to the Lau and Smith s protocol. / O aumento na sobrevida do recém-nascido pré-termo (RNPT) de alto risco tem exigido um grande número de estudos acerca da qualidade de vida e da integração da criança prematura ao longo da sua trajetória de desenvolvimento. Para isso, houve necessidade de um aperfeiçoamento e especialização das demais áreas que prestam assistência a estas crianças. Muitos prematuros necessitam da utilização de ventilação mecânica, o que pode representar um fator de risco ao desenvolvimento do sistema estomatognático e, conseqüentemente, dificultar a introdução da alimentação por via oral nesse grupo de crianças. O objetivo deste estudo foi o de avaliar os efeitos da utilização do tubo orotraqueal, durante a ventilação mecânica, sobre as habilidades orais e a performance alimentar do RNPT, na liberação da via oral. Para isso, foram avaliados 45 RNPT na Unidade de Terapia Intensiva Neonatal (UTIN) do Hospital Universitário de Santa Maria (HUSM), na cidade de Santa Maria RS, no período compreendido Fevereiro de 2012 e Fevereiro de 2013. Foram selecionados recém-nascidos pré-termo, de ambos os sexos, no momento da liberação médica para início da alimentação por via oral, cujos pais autorizaram a participação na pesquisa, após assinatura do Termo de Consentimento Livre e Esclarecido. Não foram incluídas crianças com malformações de cabeça e pescoço, síndromes genéticas, complicações cardíacas, asfixia perinatal (Apgar no 5º minuto ≤ 5), hemorragias intracranianas grau III e IV e encefalopatia bilirrubínica. Os participantes foram distribuídos em dois grupos segundo o uso ou não do tubo orotraqueal e submetidos à avaliação das habilidades orais, no momento da liberação para início da via oral, através de dois distintos protocolos ((Fujinaga (2005) e Lau e Smith (2011)). Os dados foram analisados através do software Stata 10, sendo considerado como significativo um valor de p<0,05. Os resultados obtidos, permitiram concluir que a utilização de tubo orotraqueal, durante a internação neonatal, influenciou negativamente a performance alimentar de RNPT, no momento da liberação para a via oral, dificultando a aquisição da via oral plena. No entanto, não houve diferença significativa, entre os grupos, na avaliação das habilidades orais. O protocolo de avaliação de Fujinaga et al.(2005) pareceu discriminar melhor as habilidades orais de RNPT,quando comparado ao de Lau e Smith (2011).

This study investigates how a group of English teachers in Sweden teach and assess pronunciation to ninth graders as a part of oral skills. The method applied in the study is qualitative semi-structured interviews with six teachers from different cities and schools in Sweden. The results show that teaching English pronunciation is included in different speaking and listening contexts and is not taught separately. However, the teachers do formative pronunciation assessments in almost every lesson, but summative assessment is rarely given in each semester. This case study views how the participants teach English pronunciation to ninth graders and concludes that communicative language teaching methods have an overwhelming role in the teaching of pronunciation, as pronunciation is included in other language skills and happens mostly without direct focus, which is typical in a communicative approach.

The aim of this study is to examine the use of EFL learning materials, such as pre-constructed textbooks, workbooks and teachers guides, in a small group of teachers. The study set out to investigate how and in that case, why the teachers use the material and in addition their attitudes towards the materials advantages and disadvantages. Also, the study aimed to illustrate to what extent the teachers considered the material beneficial in terms of developing students' social interaction and oral skills in English. Finally, the study investigated if any additional activities were used by the EFL teachers. Data was collected through qualitative interviews conducted with eight certified English teachers that currently worked in Swedish middle school, years 4-6. The results showed a variety of usage where some teachers used learning materials a few times during a school year while others implemented the material practically every lesson. The teachers considered the most prominent advantage to be that the pre-constructed materials not only eased their workload by being timesaving but also served as a basis for their teaching. Furthermore, the teachers differed greatly in their opinions as to what the materials disadvantages were and also to what extent the material was regarded as beneficial in terms of enhancing students social interaction and developing oral skills. Finally, there appeared to be a conflict between the teachers’ didactical ambitions and their actual teaching.

De talspråkliga färdigheterna har en avgörande betydelse för barns kunskapsutveckling och ligger till grund för både läs- och skrivförmågor. Det är således av vikt att skolan erbjuder elever möjlighet att utveckla dessa. Studiens syfte var att undersöka hur tre lärare i årskurs 1–3 resonerar om och genomför undervisning som stöttar utvecklingen av elevers talspråkliga färdigheter. Forskningsfrågorna berörde vilka aktiviteter och interaktioner lärarna ansåg talspråksutvecklande samt vilka som förekom i den praktiska undervisningen. Materialet samlades in via intervjuer med de tre lärarna samt observationer av deras undervisning med hjälp av det evidensbaserade verktyget Communication Supporting Classrooms Observation Tool (CSCOT). Resultatet visade att lärarna överlag ansåg aktiviteter som arbete i mindre grupper samt strukturerade samtal med klasskamrater och läraren som stöttande för utvecklingen av elevers talspråkliga färdigheter. De interaktionstyper som lärarna beskrev var exempelvis vuxna imiterar och repeterar det som elever säger, vuxna ställer öppna frågor, vuxna agerar förebilder för ett språk som eleverna ännu inte producerar samt elever korrigerar varandra språkligt. Av observationsverktygets fem aktivitetskomponenter iakttogs fyra vid observationstillfället och av verktygets 20 interaktionskomponenter observerades 13 stycken. Stora delar av lärarnas resonemang om samt genomförande av undervisning som stöttar utvecklingen av talspråkliga färdigheter tyder på en medvetenhet om betydelsen av stöttning i elevers närmaste proximala utvecklingszon.

Syftet med denna studie är att utreda vilka kunskaper och färdigheter olika lärare i folkmusik tolkar tillhör begreppet gehör och i detta belysa hur de själva använder sitt gehör i eget musicerande samt i sin undervisning. Tidigare forskning visar att gehör kan betraktas från många olika vinklar; både som metod eller strategi i undervisning och inlärning, som ämne i olika skolformer och som medfödda eller förvärvade kunskaper och färdigheter. Semistrukturerade intervjuer har använts för att insamla data som sedan analyserats tematiskt. Resultatet visar att lärarna delar uppfattningen om att en musiker som lyckas sammanföra musikteoretiska och genrespecifika kunskaper med speltekniska färdigheter i det egna spelet och i musicerande med andra har ett gott gehör. I detta är medvetenhet, reflektion och kommunikation viktiga parametrar. Diskussionen behandlar de viktiga gehörsmässiga kunskaper och färdigheter som informanterna presenterat. Detta i relation till olika skolformers undervisning och hur den sociala kontexten runt den svenska folkmusiken skapar värde i mötet mellan människor och musik. / The main goal with this study is to get closer to an understanding for what knowledge and skills that different teachers in Swedish folk music reads in to the word by-ear learning and/or oral skills as well as to shine a light upon how they use their own oral skills when playing music and when teaching. Earlier studies show that oral skills can be looked upon from different angles; both as a method or strategy in education or learning, as a subject in different forms of schools and as inherited or acquired skills and knowledge. Semi structured interviews has been used to collect data that has been analyzed thematically. The results of the study show that the teachers share the opinion that a musician who successfully is able to combine knowledge of music theory and genre specifics with instrumental technical abilities when playing solo and with others has well developed oral skills. Self awareness, reflection and communication are key elements in this process. In the discussion of the study the different knowledge and skills presented by the teachers are put in relation with how differents schools in Sweden structure their teaching of oral skills. The chapter also discusses how the social context surrounding Swedish folk music creates value in the correlation between people and music.