Submitted by LUCIANA DIAS LEAL TOLEDO null (lucianatoledo@iftm.edu.br) on 2017-09-29T00:40:17Z No. of bitstreams: 1 TOLEDO, dissertação versão de publicação repositório UNESP.pdf: 2270514 bytes, checksum: 564ee2f75603507e914c127ed1286837 (MD5) / Approved for entry into archive by Monique Sasaki (sayumi_sasaki@hotmail.com) on 2017-09-29T18:34:54Z (GMT) No. of bitstreams: 1 toledo_ldl_me_sjrp.pdf: 2270514 bytes, checksum: 564ee2f75603507e914c127ed1286837 (MD5) / Made available in DSpace on 2017-09-29T18:34:54Z (GMT). No. of bitstreams: 1 toledo_ldl_me_sjrp.pdf: 2270514 bytes, checksum: 564ee2f75603507e914c127ed1286837 (MD5) Previous issue date: 2017-09-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O projeto Teletandem Brasil (TELLES, 2006) é um projeto pedagógico e de pesquisa, que se apresenta como uma opção de prática telecolaborativa (O‟DOWD, 2013), e tem como um de seus objetivos proporcionar a aprendizagem de línguas estrangeiras e a aproximação de pessoas que estão distantes geograficamente dentro das instituições de ensino usando, principalmente, ferramentas de videoconferência. O projeto Teletandem tem hoje diferentes modalidades, conforme as oportunidades e necessidades das universidades envolvidas. Nesse contexto, investigamos o uso de vocabulário rico (MALVERN; RICHARDS, 2012) na produção oral de dois aprendizes brasileiros de inglês como língua estrangeira que participaram das sessões de teletandem (TTD) na modalidade institucional integrada (ARANHA; CAVALARI, 2014) em parceria com aprendizes norte-americanos de português. Nosso objetivo é caracterizar as sessões orais de teletandem (SOT) em relação ao uso de vocabulário rico (VR), e descobrir quais características do cenário de aprendizagem (FOUCHER, 2010) mostram-se mais relevantes ao uso de VR nas SOTs. Nosso estudo se caracteriza como uma pesquisa de métodos mistos (DÖRNYEI, 2007), e nosso principal instrumento de coleta de dados é um programa de computador usado para registrar as interações em áudio e vídeo, o Evaer®. Para proceder à análise quantitativa dos dados, transcrevemos as sete SOTs de dois interagentes e submetemos os textos ao programa computacional RANGE, que traça o LFP, ou perfil lexical (LAUFER; NATION, 1995) dos interagentes. O perfil lexical é uma medida de qualidade da linguagem que mostra o percentual de utilização de VR, bem como percentual utilizado de vocabulário básico e intermediário. Os resultados nos apontaram as SOTs que se destacaram quanto à utilização de VR, bem como as ocorrências específicas. Esses dados foram usados na análise qualitativa, em que identificamos as características do cenário de aprendizagem (CA) que se mostraram mais relevantes à produção oral de VR. Para a análise qualitativa, examinamos cada ocorrência de VR e identificamos o tipo de discurso do CA que era predominante no momento de sua ocorrência. Nossos resultados mostraram que as características do CA que foram mais relevantes ao uso de VR foram aquelas relacionadas ao tipo de discurso predominante na SOT, mais especificamente quando havia direcionamento através da tarefa em língua estrangeira. / Teletandem Brasil (TELLES, 2006) is a pedagogical and research project that is an option in telecollaborative practice (O'Dowd, 2013). One of its objectives is to provide foreign language learning, and the approximation of people who are geographically distant within the educational institutions, using mainly videoconferencing tools. The Teletandem project has different modalities, according to the opportunities and needs of the universities involved. In this context, we investigated the use of rich vocabulary (MALVERN; RICHARDS, 2012) in the oral production of two Brazilian learners of English as a foreign language who participated in the teletandem (TTD) sessions in the integrated institutional modality (ARANHA; CAVALARI, 2014). The Brazilians were working in partnership with North American learners of Portuguese. Our goal with this study is to characterize oral teletandem sessions (OTS) regarding the use of rich vocabulary (RV), and to discover which characteristics of the learning scenario (FOUCHER, 2010) are more relevant to the use of RV in the OTS. Our study is characterized as a mixed methods research (DÖRNYEI, 2007), and our main data collection tool is a computer program used to record the audio and video interactions: Evaer®. In order to quantitatively analyze data, we transcribed the seven OTS of the two students and submitted the texts to the computer program RANGE, which shows the lexical frequency profile (LFP) (LAUFER; NATION, 1995) of the students. The LFP is a measure of language quality that shows the percentage of RV use as well as the percentage of basic and intermediate vocabulary used. The results showed us the OTS that stood out regarding the use of RV, as well as the specific occurrences. These data were used in the qualitative analysis, in which we identified the characteristics of the learning scenario (LS) that were most relevant to oral RV production. For the qualitative analysis, we examined each occurrence of RV and identified the type of discourse of the LS that was predominant at the time of its occurrence. Our results showed that the characteristics of the LS that were most relevant to the use of RV were those related to the type of discourse that was predominant in the OTS, more specifically when the students were carrying out a task in the foreign language. / CAPES: 33004153069P-5

I dagens samhälle är det viktigt att kunna kommunicera. För att en kommunikation ska kunna ske på ett bra sätt behövs en bred ordförståelse och rikt ordförråd. Syftet med studien i det här arbetet är att undersöka hur lärare och andra professioner runt eleverna arbetar språkutvecklande för att ge eleverna ett ökat ordförråd och ordförståelse samt om de använder sig av återkopplingsövningar för att stärka elevernas ordförståelse.Utifrån intervjuer med lärare, fritidspersonal och logoped samt genom en klassrumsundersökning i en åk 2 kommer syftet med studien undersökas. Resultatet av undersökningen var att ett av det vanligaste sättet att använda sig av ett språkutvecklande arbetssätt och ge eleverna ett brett ordförråd och rikt ordförråd var genom högläsning. Anledningen till det är att högläsningen ger möjligheten att gemensamt diskutera orden och betydelsen av dem samt att eleverna möter olika typer av texter där orden kan ha olika betydelser. Den vanligaste typen av återkopplingsövningar var genom att be eleverna återberätta information på olika sätt eller i olika sammanhang. Slutsatsen gällande återkopplingsövningar i klassrumsmiljö är att det är en viktig komponent för att se elevernas aktuella kunskaper. Däremot har den pågått under en för kort period för att se om eleverna har befäst några nya kunskaper. / Today, it is important to be able to communicate. For a communication to take place in a good way, a broad understanding of words and a rich vocabulary are needed. The purpose of the study in this work is to investigate how teachers and other professions around the students work with language development to give the students an increased vocabulary and word comprehension and if they use retrieval practice to strengthen the students' vocabulary. Based on interviews with teachers, teachers in after-school activities, and speech therapists as well as through a classroom survey in year 2, the purpose of the study will be investigated.  The result of the study was that one of the most common ways to use a language development approach and give students a broad vocabulary and rich vocabulary was through reading aloud. The reason for this is that reading aloud provides the opportunity to jointly discuss the words and the meaning of them and that the students encounter different types of texts where the words can have different meanings. The most common type of retrieval practice was by asking students to recount information in different ways or in different contexts.  The conclusion regarding retrieval practice in a classroom environment is that it is an important component to see students' current knowledge. However, it has been going on for too short a period to see if the students have consolidated any new knowledge.