The self, the self-concept and identity are contested areas in various domains of enquiry. In cognitive psychology, the self is seen as a powerful explanatory construct. Indeed, in the education context, self-concept has been associated with achievement and motivation, though sociocultural approaches have highlighted the failure of certain schools of thought to take account of contextual and relational self processes. Nonetheless, despite the importance of the concept of self for learning, it has only fairly recently become of significant interest in the field of second or foreign language learning (L2). This longitudinal study focuses on the nature of, and changes in, students’ L2 reading self-concepts. In order to navigate the complexity of the theoretical issues surrounding the self construct, the approach of Rom Harré (1998) was adopted in which the self is seen as a frame for the discourse of personal attributes, reflexive self-beliefs and action. This perspective underpinned a mixed methods approach to enquiry with a group of international students taking a nine-month business pre-masters pathway programme. Based on the work of Pollard and Filer (1996), a framework for the narrative description of L2 reading self-concept was devised which provided a broad account of self-views of L2 reading, showing how these are linked in important ways to personal histories and the situational context. It was found that perception of competence was the main area of L2 reading self-concept change. Findings also included the importance of competence perceptions and the role of language knowledge in distinguishing L2 reading self-views. It is hoped that the model of L2 reading self-concept developed will enhance understanding of students’ experience of reading and learning through a second or foreign language. This should enable educators to support students more effectively, especially in international education contexts in which students study through another language. Areas for further research into L2 reading self-views in this type of context are suggested.

This study investigated collaborative online reading from a Sociocultural Theory (SCT) perspective. Building on, yet transcending, research into learning strategies, the research focused on the concepts of mediational tool use, strategic behavior, and patterns of dialogic engagement of college student dyads as they completed a series of three collaborative WebQuests in a beginning German as a Foreign Language (GFL) class. On-screen actions and verbal interaction of six dyads of beginning GFL students were recorded during three short-term, collaborative WebQuests. Full motion screen recordings were transcribed, and relevant episodes were coded for mediational tool use and strategic behaviors. All dyads used their L1 as well as the L2 in mediating task success. The distinction between L1 and L2 was fluid, as students accessed a combination of psychological tools according to their own goals, ability, and orientation. Although the L1 was the dominant tool employed by the participants in this study, over time some students were able to use the foreign language as a psychological tool for completing the assigned task. Eleven combinations of mediational tool use were identified and related to levels of regulation. Students strategic behaviors fell into five categories: affective, contextual, socio-procedural, cognitive, and other. The ratio between constructive and destructive strategic behaviors provided insight into the overall collaborative climate. Cognitive strategies were further divided into three theoretically salient categories: mediation a student s own regulation of L2 tool use, mediating the partner s regulation of L2 tool use and mediating collective regulation of L2 tool use. Student dyads exhibited high frequencies of both self-mediation and collective mediation, which indicates that these students were working in their own and their partner s zone of proximal development. The nature of the dialogic engagement varied by dyad, but remained relatively stable over time. Students goals and orientation towards the task impacted their overall collaboration. The role and development of L2 proficiency warrants further investigation. In peer collaboration, more symmetric dyad constellations may lead to more collective scaffolding and more positive dialogic engagement.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-18T14:03:13Z No. of bitstreams: 1 carolinecostapereira.pdf: 8560758 bytes, checksum: d60ff611042735ccc5369ab572bc5bfd (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-22T15:03:44Z (GMT) No. of bitstreams: 1 carolinecostapereira.pdf: 8560758 bytes, checksum: d60ff611042735ccc5369ab572bc5bfd (MD5) / Made available in DSpace on 2016-07-22T15:03:44Z (GMT). No. of bitstreams: 1 carolinecostapereira.pdf: 8560758 bytes, checksum: d60ff611042735ccc5369ab572bc5bfd (MD5) Previous issue date: 2011-08 / O objetivo geral deste trabalho é investigar o uso do gênero Conto de fadas no ensino de leitura em língua inglesa no contexto da escola pública. As principais perguntas de pesquisa giram em torno da inter-relação entre a dimensão sociocultural e a dimensão linguística na abordagem didática do gênero, buscandose tanto evitar um ensino de aspectos lingüísticos desvinculado das práticas discursivas quanto usar o gênero apenas como pretexto para o ensino de léxico e gramática. A fim de atender a esses objetivos, elaborou-se uma sequência didática, que foi aplicada numa turma do 9º ano do Ensino Fundamental numa escola da Rede Pública Estadual de Minas Gerais. Para o estudo da noção de gênero, utilizouse fundamentalmente como arcabouço teórico a perspectiva dialógica de BAKHTIN (1953/2006) e, sobre a sequência textual narrativa, as reflexões de BRONCKART (2003). O principal aporte para a elaboração da sequência didática foram as pesquisas sobre a transposição didática do gênero realizadas pelo Grupo de Genebra, DOLZ e SCHNEUWLY (2004) em particular. Recorreu-se também a TURNER (1996), ZILBERMAN (2003), PROPP (1973 /2010) e REUTER (2006) para a descrição linguística e sociocultural do gênero Conto de fadas. Os resultados da pesquisa apontam a relevância de se explorar adequadamente a dimensão sociocultural do gênero para o desenvolvimento da compreensão leitora, mas sem negligenciar o aspecto linguístico-textual, o que se revelou como um grande desafio a ser enfrentado na prática pedagógica. / The aim of this research is to investigate the use of the genre Fairy Tale in the teaching of English reading in the context of public schools. The main research questions revolve around the inter-relation between the sociocultural and linguistic dimension in the approach of language teaching in the genre, seeking to avoid both the teaching of unrelated linguistic aspects of discursive practices and the use of genre only as a pretext for teaching lexicon and grammar. In order to meet these goals, we set up a didactical sequence, which was applied in a 9th grade class of a elementary public school in the state of Minas Gerais. To study the notion of the genre, the dialogical perspective of BAKHTIN (1953/2006) was used as a theoretical framework and the reflections of BRONCKART (2003) for the textual narrative sequence. The main theoretical basis for the development of the didactical sequence was the research of the didactical transposition made by the Group of Genebra, in particular SCHNEUWLY AND DOLZ (2004). Additionally it was referred to TURNER (1996), ZILBERMAN (2003), PROPP (1973/2010) and REUTER (2006) to describe the linguistic and sociocultural description of the genre Fairy tale. The results point to the importance of exploring properly the sociocultural dimension of the genre for the development of reading comprehension without neglecting the linguistic and textual aspect, something that proved a major challenge to be faced in the pedagogical practice.

Cette étude s’appuie sur l’enseignement de la lecture-compréhension en français pour un public universitaire débutant en FLE au Brésil. Après avoir fait le point sur cette approche didactique et les enjeux de l’enseignement-apprentissage de la lecture en langue étrangère, dans lequel l’acquisition lexicale joue un rôle important, nous rappelons des notions-clés de la lexicologie et de la sémantique lexicale et présentons le cadre des travaux développés en lexicographie pédagogique, où nous situons plus précisément notre travail. En effet, malgré la diffusion de cet enseignement parmi les étudiants en Amérique latine et sa constante réélaboration afin de rendre compte de nouvelles situations d’apprentissage, il présente des lacunes importantes. Ces lacunes se trouvent autour d’un point névralgique pour une grande partie des lecteurs : le déficit lexical. Un déficit qui n’est pas lié qu’à un simple manque de vocabulaire, mais qui passe aussi par un savoir-apprendre les mots. Cette situation est mise à l’épreuve dans cette thèse par deux recherches expérimentales. Une première recherche à caractère plutôt prospectif vise à repérer le rôle du dictionnaire, et particulièrement du dictionnaire bilingue lors de la lecture et l’effet de son usage sur la construction du sens. Une deuxième recherche met en rapport l’emploi de deux outils lexicographiques, un dictionnaire bilingue et un dictionnaire pédagogique destiné à des apprenants de FLE. Ces recherches nous donnent des pistes essentielles pour l’intégration de l’étude lexicale à ce genre d’enseignement et sont complétées par l’analyse des dictionnaires disponibles pour ce public particulier. Ce parcours nous aide à tracer les principes méthodologiques pour l’élaboration d’un dictionnaire pédagogique d’appui à la lecture et à l’acquisition lexicale fondés sur la lexicographie fonctionnelle. / This study is based on the teaching model of reading French as a foreign language by university students who are beginners in this language in Brazil. After presenting the essential topics of this didactic approach and the issues related to the teaching-learning process when reading in a foreign language, in which the lexical acquisition plays a major role, we present the basics of lexicology and lexical semantics, and finally we portray the works developed in pedagogical lexicography, in which we place this study. Regardless of its dissemination among Latin America students and of its continuous reformulation to account for new learning situations, this teaching method contains some gaps. The gaps refer to a critical issue for a large number of readers: the lack of lexical knowledge. This issue relates not only to a lack of vocabulary knowledge, but also to the ability of word learning. In this study, this question has been further studied based on two experimental researches. The first one, using a more prospective approach, aims at identifying the role of the dictionary–especially bilingual dictionaries–in the reading process and the effects of dictionary use in the construction of meaning. The second one compares the use of two lexicographic instruments: a bilingual dictionary and a pedagogical dictionary for learners of French as a foreign language. Both researches yield important information about the integration of a lexical study with this teaching model; additionally, they are complemented by the analysis of the dictionaries available to this target audience. In this way, we can set methodological principles to build a pedagogical dictionary that helps students in reading activities and that supports vocabulary acquisition on the basis of functional lexicography.

Cette étude s’appuie sur l’enseignement de la lecture-compréhension en français pour un public universitaire débutant en FLE au Brésil. Après avoir fait le point sur cette approche didactique et les enjeux de l’enseignement-apprentissage de la lecture en langue étrangère, dans lequel l’acquisition lexicale joue un rôle important, nous rappelons des notions-clés de la lexicologie et de la sémantique lexicale et présentons le cadre des travaux développés en lexicographie pédagogique, où nous situons plus précisément notre travail. En effet, malgré la diffusion de cet enseignement parmi les étudiants en Amérique latine et sa constante réélaboration afin de rendre compte de nouvelles situations d’apprentissage, il présente des lacunes importantes. Ces lacunes se trouvent autour d’un point névralgique pour une grande partie des lecteurs : le déficit lexical. Un déficit qui n’est pas lié qu’à un simple manque de vocabulaire, mais qui passe aussi par un savoir-apprendre les mots. Cette situation est mise à l’épreuve dans cette thèse par deux recherches expérimentales. Une première recherche à caractère plutôt prospectif vise à repérer le rôle du dictionnaire, et particulièrement du dictionnaire bilingue lors de la lecture et l’effet de son usage sur la construction du sens. Une deuxième recherche met en rapport l’emploi de deux outils lexicographiques, un dictionnaire bilingue et un dictionnaire pédagogique destiné à des apprenants de FLE. Ces recherches nous donnent des pistes essentielles pour l’intégration de l’étude lexicale à ce genre d’enseignement et sont complétées par l’analyse des dictionnaires disponibles pour ce public particulier. Ce parcours nous aide à tracer les principes méthodologiques pour l’élaboration d’un dictionnaire pédagogique d’appui à la lecture et à l’acquisition lexicale fondés sur la lexicographie fonctionnelle. / This study is based on the teaching model of reading French as a foreign language by university students who are beginners in this language in Brazil. After presenting the essential topics of this didactic approach and the issues related to the teaching-learning process when reading in a foreign language, in which the lexical acquisition plays a major role, we present the basics of lexicology and lexical semantics, and finally we portray the works developed in pedagogical lexicography, in which we place this study. Regardless of its dissemination among Latin America students and of its continuous reformulation to account for new learning situations, this teaching method contains some gaps. The gaps refer to a critical issue for a large number of readers: the lack of lexical knowledge. This issue relates not only to a lack of vocabulary knowledge, but also to the ability of word learning. In this study, this question has been further studied based on two experimental researches. The first one, using a more prospective approach, aims at identifying the role of the dictionary–especially bilingual dictionaries–in the reading process and the effects of dictionary use in the construction of meaning. The second one compares the use of two lexicographic instruments: a bilingual dictionary and a pedagogical dictionary for learners of French as a foreign language. Both researches yield important information about the integration of a lexical study with this teaching model; additionally, they are complemented by the analysis of the dictionaries available to this target audience. In this way, we can set methodological principles to build a pedagogical dictionary that helps students in reading activities and that supports vocabulary acquisition on the basis of functional lexicography.

Cette étude s’appuie sur l’enseignement de la lecture-compréhension en français pour un public universitaire débutant en FLE au Brésil. Après avoir fait le point sur cette approche didactique et les enjeux de l’enseignement-apprentissage de la lecture en langue étrangère, dans lequel l’acquisition lexicale joue un rôle important, nous rappelons des notions-clés de la lexicologie et de la sémantique lexicale et présentons le cadre des travaux développés en lexicographie pédagogique, où nous situons plus précisément notre travail. En effet, malgré la diffusion de cet enseignement parmi les étudiants en Amérique latine et sa constante réélaboration afin de rendre compte de nouvelles situations d’apprentissage, il présente des lacunes importantes. Ces lacunes se trouvent autour d’un point névralgique pour une grande partie des lecteurs : le déficit lexical. Un déficit qui n’est pas lié qu’à un simple manque de vocabulaire, mais qui passe aussi par un savoir-apprendre les mots. Cette situation est mise à l’épreuve dans cette thèse par deux recherches expérimentales. Une première recherche à caractère plutôt prospectif vise à repérer le rôle du dictionnaire, et particulièrement du dictionnaire bilingue lors de la lecture et l’effet de son usage sur la construction du sens. Une deuxième recherche met en rapport l’emploi de deux outils lexicographiques, un dictionnaire bilingue et un dictionnaire pédagogique destiné à des apprenants de FLE. Ces recherches nous donnent des pistes essentielles pour l’intégration de l’étude lexicale à ce genre d’enseignement et sont complétées par l’analyse des dictionnaires disponibles pour ce public particulier. Ce parcours nous aide à tracer les principes méthodologiques pour l’élaboration d’un dictionnaire pédagogique d’appui à la lecture et à l’acquisition lexicale fondés sur la lexicographie fonctionnelle. / This study is based on the teaching model of reading French as a foreign language by university students who are beginners in this language in Brazil. After presenting the essential topics of this didactic approach and the issues related to the teaching-learning process when reading in a foreign language, in which the lexical acquisition plays a major role, we present the basics of lexicology and lexical semantics, and finally we portray the works developed in pedagogical lexicography, in which we place this study. Regardless of its dissemination among Latin America students and of its continuous reformulation to account for new learning situations, this teaching method contains some gaps. The gaps refer to a critical issue for a large number of readers: the lack of lexical knowledge. This issue relates not only to a lack of vocabulary knowledge, but also to the ability of word learning. In this study, this question has been further studied based on two experimental researches. The first one, using a more prospective approach, aims at identifying the role of the dictionary–especially bilingual dictionaries–in the reading process and the effects of dictionary use in the construction of meaning. The second one compares the use of two lexicographic instruments: a bilingual dictionary and a pedagogical dictionary for learners of French as a foreign language. Both researches yield important information about the integration of a lexical study with this teaching model; additionally, they are complemented by the analysis of the dictionaries available to this target audience. In this way, we can set methodological principles to build a pedagogical dictionary that helps students in reading activities and that supports vocabulary acquisition on the basis of functional lexicography.

Cette étude s’appuie sur l’enseignement de la lecture-compréhension en français pour un public universitaire débutant en FLE au Brésil. Après avoir fait le point sur cette approche didactique et les enjeux de l’enseignement-apprentissage de la lecture en langue étrangère, dans lequel l’acquisition lexicale joue un rôle important, nous rappelons des notions-clés de la lexicologie et de la sémantique lexicale et présentons le cadre des travaux développés en lexicographie pédagogique, où nous situons plus précisément notre travail. En effet, malgré la diffusion de cet enseignement parmi les étudiants en Amérique latine et sa constante réélaboration afin de rendre compte de nouvelles situations d’apprentissage, il présente des lacunes importantes. Ces lacunes se trouvent autour d’un point névralgique pour une grande partie des lecteurs : le déficit lexical. Un déficit qui n’est pas lié qu’à un simple manque de vocabulaire, mais qui passe aussi par un savoir-apprendre les mots. Cette situation est mise à l’épreuve dans cette thèse par deux recherches expérimentales. Une première recherche à caractère plutôt prospectif vise à repérer le rôle du dictionnaire, et particulièrement du dictionnaire bilingue lors de la lecture et l’effet de son usage sur la construction du sens. Une deuxième recherche met en rapport l’emploi de deux outils lexicographiques, un dictionnaire bilingue et un dictionnaire pédagogique destiné à des apprenants de FLE. Ces recherches nous donnent des pistes essentielles pour l’intégration de l’étude lexicale à ce genre d’enseignement et sont complétées par l’analyse des dictionnaires disponibles pour ce public particulier. Ce parcours nous aide à tracer les principes méthodologiques pour l’élaboration d’un dictionnaire pédagogique d’appui à la lecture et à l’acquisition lexicale fondés sur la lexicographie fonctionnelle. / This study is based on the teaching model of reading French as a foreign language by university students who are beginners in this language in Brazil. After presenting the essential topics of this didactic approach and the issues related to the teaching-learning process when reading in a foreign language, in which the lexical acquisition plays a major role, we present the basics of lexicology and lexical semantics, and finally we portray the works developed in pedagogical lexicography, in which we place this study. Regardless of its dissemination among Latin America students and of its continuous reformulation to account for new learning situations, this teaching method contains some gaps. The gaps refer to a critical issue for a large number of readers: the lack of lexical knowledge. This issue relates not only to a lack of vocabulary knowledge, but also to the ability of word learning. In this study, this question has been further studied based on two experimental researches. The first one, using a more prospective approach, aims at identifying the role of the dictionary–especially bilingual dictionaries–in the reading process and the effects of dictionary use in the construction of meaning. The second one compares the use of two lexicographic instruments: a bilingual dictionary and a pedagogical dictionary for learners of French as a foreign language. Both researches yield important information about the integration of a lexical study with this teaching model; additionally, they are complemented by the analysis of the dictionaries available to this target audience. In this way, we can set methodological principles to build a pedagogical dictionary that helps students in reading activities and that supports vocabulary acquisition on the basis of functional lexicography.