O presente estudo busca entender como se apresentam e se relacionam os estados afetivos e motivacionais dos alunos ingressos e egressos do nível de graduação do curso de língua russa da USP. Para tanto, a pesquisa utiliza-se de enfoque teórico e metodológico que engloba fatores tanto da Psicologia Social quanto da Psicologia Educacional. A análise dos resultados sugere a mudança destes estados afetivos no contato com as diferentes situações de aprendizagem a que são expostos. / The research aims to understand foreign language students\' affective and motivational situation. The participants of the research have a higher level of education and they studied Russian as a foreign language. For the purpose mentioned above we have applied the educational psychological and the social psychologycal theories and a mixed methodology. The results suggest that initial motivation changes over time as students has been exposed to different language learning contexts, as classes, groups, professors, materials, etc.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-11-13T11:43:24Z No. of bitstreams: 1 Fernanda Andrioli_.pdf: 5963177 bytes, checksum: 0dd9cdd5c0188f881c9b9f986588a60f (MD5) / Made available in DSpace on 2018-11-13T11:43:24Z (GMT). No. of bitstreams: 1 Fernanda Andrioli_.pdf: 5963177 bytes, checksum: 0dd9cdd5c0188f881c9b9f986588a60f (MD5) Previous issue date: 2018-07-26 / UNISINOS - Universidade do Vale do Rio dos Sinos / A ação de entender é essencial em qualquer interação social, mas torna-se especialmente relevante na sala de aula, uma vez que, supostamente, os participantes nesse contexto estão orientados para a aprendizagem como principal objetivo. (GARDNER, 2012). Na sala de aula de segunda língua (SL), entender pode tornar-se uma tarefa mais onerosa, visto que a SL pode dificultar o entendimento entre professores e aprendizes. Refletindo acerca dessas questões, este estudo dedica-se a investigar como aprendizes e professoras de inglês como segunda língua constroem o entendimento por meio da interação corporificada no contexto de sala de aula de curso livre. Nesse âmbito, distinguimos as ações de declarar e demonstrar entendimento. (SACKS, 1992). Para cumprir nossos objetivos, quinze aulas foram gravadas em áudio e em vídeo. A análise dos dados, amparada pela perspectiva teórico-metodológica da Análise da Conversa (SACKS et al., 1974) e da Multimodalidade (STREECK et al., 2011), evidencia que a busca pelo entendimento em momentos de atividade pedagógica pode partir tanto das professoras quanto dos/as aprendizes. Além disso, foi possível observar padrões no formato e posição das ações de declarar e demonstrar, contribuindo para o alargamento do que se conhece sobre esses fenômenos. Discutimos, também, sobre o status e a relevância das ações corporificadas nas sequências de construção de entendimento e problematizamos o fato da declaração de um/a aprendiz ser tomada como compartilhada por toda a turma, frequentemente sem que essa assunção seja contestada. Por fim, refletimos sobre as implicações pedagógicas da produção de declarações e demonstrações de entendimento na sala de aula, pensando nas consequências desses fenômenos para a agenda pedagógica e nos benefícios que professores/as e alunos/as podem ter ao conseguir identificá-los e diferenciá-los de modo autônomo em suas práticas. / The action of understanding is essential in any social interaction, but it becomes especially relevant in the classroom setting where, supposedly, participants are oriented to learning as the main goal. (GARDNER, 2012). In Second Language (SL) classrooms, understanding may become a more onerous task, as the SL may interfere in the understanding between teachers and learners. Upon reflecting on these matters, this study dedicates to the investigation of how English learners and teachers build understanding by means of embodied interactions in classes in a private language school. Within that scenario, we distinguish the actions of claiming and displaying understanding. (SACKS, 1992). In order to meet our objectives, fifteen classes were audio and video recorded. Data analysis, supported by the theoretical-methodological perspectives of Conversation Analysis (SACKS et al., 1974) and Multimodal Analysis (STREECK et al., 2011), shows that the search for understanding may stem from both teachers and learners. In addition, it was possible to observe patterns in the position and composition of the actions of claiming and displaying understanding, thus contributing to the expansion of what is known about these phenomena. We also discuss about the status and relevance of embodied actions in the sequences in which understanding is being built, and question the fact that the claim of one single learner is taken as shared for the entire group, often without the teacher contesting it. To conclude, we reflect on the pedagogical implications of producing claims and displays of understanding in the classroom, thinking about the consequences of these phenomena to the pedagogical agenda and the benefits that teachers and students may have when they are able to identify and differentiate them in an autonomous ways in their own their practices.

In this study an outline is presented of the semantic network of the preposition up in American English in sentences extracted from the Corpus of Contemporary American English (COCA), which was done to determine what the most common uses and meanings of the preposition are, as well as to determine if most of its possible meanings are concrete or abstract. The results show that there is a salient use and also prototypical meaning of up, and that these are major factors that impact the semantic network of the preposition. This study was designed to be a source of information for EFL students who struggle to understand how prepositions function in the English language, and also what the prepositions can actually represent in a sentence. Concomitantly, the goal is to give information about the preposition up in a way that will allow students to analyze other prepositions and perhaps even other word classes.

The aim of this study is to investigate how students think that sociolinguistic factors such as age, gender, social class, and ethnic identity affect their attitudes and motivation regarding English second language learning in the Swedish upper secondary school. A questionnaire consisting of both qualitative and quantitative questions has been distributed in order to examine students’ attitudes and motivation regarding English second language learning. The data was analysed using a hermeneutic approach. The results show that the influential factors were age, gender and ethnic identity, whereas most of the participants disagreed concerning the influence of one’s social class onlanguage learning. In examining the students’ motivation for English language learning it was found that the majority of the students have a positive attitude due to the status of English as a global language and the possibilities for future employment that a command of English entails. In conclusion, according to the students’ perspectives, sociolinguistic factors do impact on their attitudes and motivation regarding English second language learning at upper secondary school level.    Keywords: Second Language Acquisition, Second Language Learning, Sociolinguistic Factors, Attitude, Motivation

The purpose of this research project was to examine theories of learning, theories of teaching, and theories of listening comprehension with a view to developing and testing a computer-enhanced listening comprehension system for English as a Foreign Language within the Thai university system. In addition to carrying out an in-depth literature review, factors contributing to difficulties in the listening process were also carefully examined in order to build a sound foundation for dealing with listening comprehension. A brief history and analysis of Computer Assisted Language Learning were presented together with a review of some computer programs with the aim of determining their characteristics. An Individualized CELL Listening Comprehension Program was then developed on the basis of four theoretical frameworks: the Constructivist approach, the need to use authentic spoken passages, reduction of cognitive load and response to learner differences. The system was then used by twenty students of Suranaree University of Technology (SUT), Thailand for a period of fifteen weeks. Students were volunteers from different proficiency levels. SUT midterm and final examinations were employed, in part, to observe the effect of the program on proficiency levels. The SUT examinations, which were usually in a multiple-choice format, tested students on minor details through short, simple conversations. These tests might not fit entirely within best practice for listening but they seem to be a common way of measuring listening development in several educational contexts. Pretests and posttests examining global ideas and specific details in written and multiple-choice formats were then developed so as to provide a more accurate gauge of improvement in listening skills. Log files were kept in order to scrutinize in detail students� interactions with the system. Questionnaire and interview techniques were applied to seek out students� attitudes towards the program. The results revealed that the participants performed better than their peers in the same proficiency levels in SUT midterm and final examinations although the difference was not at a statistically significant level. However, posttest scores were better than those of pretest at a statistically significant level in most aspects except in case of the global ideas. The log files revealed that all students tended to focus on the word level by attempting to understand and decode every word in the transcriptions. This fixation is likely to explain the low global ideas scores. Analysis was complicated by the fact that some students were not able to use the program frequently enough, usually because of unexpectedly heavy schedules. However, the data extracted through questionnaires and interviews showed that most students demonstrated a positive attitude towards the various features of the program and felt that use of the program had improved their listening skills. In addition to findings relating to the development of listening comprehension, the study revealed that the majority of students felt that they did not think listening comprehension and, more generally the study of English, was sufficiently important to spend time on. This interesting but shocking discovery needs to be attended to immediately as it may have a strong effect on how Thai students prioritize their learning of English, and how this may impact on the levels of proficiency which they might subsequently attain.

<p>Sverige är idag inte längre ett homogent land utan numera är det ett mångkulturellt land där många nationaliteter, etniciteter och religioner ska samspela. Hur kan det vara att lära sig ett andraspråk och vilka faktorer är viktiga i tillägnandet av det? Syftet med denna studie var att se hur undervisningen kan se ut i en mångkulturell grundskola där flertalet av eleverna har ett annat modersmål än svenska, med fokus på om och hur skolan arbetar med att tillvarata andraspråksinlärarnas modersmål gentemot svenskan. Tanken var även att få ta del av andra faktorer såsom hemmets, skolan och fritidsverksamhetens roll i tillägnandet av ett andraspråk. Detta för att blivande och verksamma pedagoger samt andra som är intresserade inom andraspråksinlärning ska kunna få se hur undervisning inom detta kan se ut och bedrivas. Därför valdes det att göra en etnografisk fallundersökning med ett kvalitativt angreppssätt för att i datainsamlingen ha tillgång till olika instrument av intervjuer och deltagande observationer samt ta del av olika artefakter. Detta val av metod gjorde det möjligt att få ta del av en elevs väg i den svenska skolan genom interjuver med pedagoger som arbetat med eleven och deltagande observationer samt intervjuer med hemmet i form med elevens mamma. Av resultaten som går att ta del av i denna rapport framkommer det att hur skolan tillvaratar andraspråksinlärarens modersmål gentemot svenskan spelar roll för hur tillägnandet av målspråket ska utvecklas. Även har olika undervisningsmetoder i skolan och interaktionen mellan skola, hem och fritidsverksamhet visat sig vara viktiga delar för hur andraspråksinlärningen ska fortgå.</p> / <p>Sweden are today no longer a homogeneous country without now is that a multicultural country where many nationalities, ethnicities and religions will influence each other. How can it be to learn a second language and which factors are important conquer the second language? The purpose with this study was to see how an education can perform in a multicultural compulsory education where the majority of the students have another mother tongue than Swedish with focus on if the school works with safeguarding second language learner’s mother tongue in relation to the Swedish language. The thought was also to take part of other factors as home, school and the spare time’s roles in conquering a second language. In order to proposed and active teachers and others who are interested within second language learning will allso be able to see how the education within this can be like and to be carried out. Therefore, it was chosen to do an ethnographic case survey with a qualitative position in order to collect the information by have access to different instruments of interviews and participating observations and to take part of different artefacts. This choice of method did it possible to take part of the pupil's road in the Swedish school through interviews with teachers who worked with the pupil, participating observations and interviews with the home in mould with the pupil's mother. Of the result that goes to take part of in this report is that the second language learner’s mother tongue in relation to the Swedish language plays a significant role for how to conquer the second language. How the second language learning continues depends on among other thing as teaching, interaction between schools, home and the spare time’s role which are all important factors for the pupil’s conquering a second language.</p>

This thesis presents work in the area of computer-based speech therapy using different types of visual feedback to replace the auditory feedback channel. The study includes diagnostic assessment methods prior to therapy, type of therapy design, and type of visual feedback for different users during different stages of therapy for increasing the efficiency. The thesis focuses on individual computer-based speech therapy (CBST) for profoundly hearing-impaired children as well as for computer-assisted pronunciation training (CAPT) for teaching and training the prosody of a second language. Children who are born with a profound hearing loss have no acoustic speech target to imi¬tate and compare their own production with. Therefore, they develop no spontaneous speech but have to learn speech through vision, tactile sensation and, if possible, residual hear¬ing. They have to rely on the limited visibility of phonetic features in learning oral speech and on orosensory-motor control in maintaining speech movements. These children constitute a heterogeneous group needing an individualized speech therapy. This is because their possibilities to communicate with speech depend not only on the amount of hearing, as measured by pure-tone audiometry, but also on the quality of the hearing sensa¬tion and the use the children through training are able to make of their functional hearing for speech. Adult second language learners, on the other hand, have difficulties in perceiving the phonetics and prosody of a second language through audition, not because of a hearing loss but because they are not able to hear new sound contrasts because of interference with their native language. The thesis presents an overview of reports made concerning speech communication and profound hearing impairment such as studies about residual hearing for speech processing, effects of speech input limitations on speech production, interaction between individual deviations and speech intelligibility, and speech assessment methods of phonetic realizations of phonological systems. Finally, through several clinical evaluation studies of three Swedish computer-based therapy systems, concerning functionality, efficiency, types of visual feedback, therapy design, and practical usability for different users, important recommendations are specified for future developments.

A path model of second language (L2; English) oral language and reading comprehension variables was tested on a sample of 100 Spanish-speaking English-language learners enrolled in a transitional bilingual program over a 3-year period. The data collected were a part of a longitudinal, federally funded experimental project entitled English Language and Literacy Acquisition (Project ELLA). The purpose of this study was (a) to test a path model on discrete L2 academic language proficiency variables on L2 reading comprehension, (b) to test a path model on discrete L2 academic language proficiency variables and L2 reading comprehension on L1 reading comprehension, and (c) to compare the influence of L2 language development on reading comprehension development in L2 and L1 between students enrolled in transitional bilingual education experimental (TBE-E) classrooms and those enrolled in the transitional bilingual education control or typical (TBE-T) classrooms. Results indicated the two groups did not differ significantly in their overall levels of achievement. However, striking differences were noted in how the academic language proficiency variables influenced reading comprehension outcomes. English listening comprehension, vocabulary, and grammar had significant influences on reading comprehension in the TBE-E group while English listening comprehension was the only predictor variable for the TBE-T group. Cross-linguistic transfer was established in the TBE-E group from English reading comprehension to Spanish reading comprehension whereas no transfer was detected in the TBE-T group. It is evident that high quality comprehensive ESL instruction develops academic oral language proficiency that contributes to effective reading comprehension while students continue to learn in their native language. However, in the absence of a high quality ESL instruction, students may develop academic oral language proficiency, but are ineffective in utilizing these skills for reading comprehension. It is also evident that time spent developing quality L2 reading comprehension influences L1 reading comprehension even though less time is spent in L1, suggesting cross-linguistic transfer from L2 to L1. More effective English skills coupled with effective native language skills suggests the TBE-E students have added cognitive benefits of bilingualism while the TBE-T students remain ineffective in using available language proficiency skills for effective reading comprehension.

Sverige är idag inte längre ett homogent land utan numera är det ett mångkulturellt land där många nationaliteter, etniciteter och religioner ska samspela. Hur kan det vara att lära sig ett andraspråk och vilka faktorer är viktiga i tillägnandet av det? Syftet med denna studie var att se hur undervisningen kan se ut i en mångkulturell grundskola där flertalet av eleverna har ett annat modersmål än svenska, med fokus på om och hur skolan arbetar med att tillvarata andraspråksinlärarnas modersmål gentemot svenskan. Tanken var även att få ta del av andra faktorer såsom hemmets, skolan och fritidsverksamhetens roll i tillägnandet av ett andraspråk. Detta för att blivande och verksamma pedagoger samt andra som är intresserade inom andraspråksinlärning ska kunna få se hur undervisning inom detta kan se ut och bedrivas. Därför valdes det att göra en etnografisk fallundersökning med ett kvalitativt angreppssätt för att i datainsamlingen ha tillgång till olika instrument av intervjuer och deltagande observationer samt ta del av olika artefakter. Detta val av metod gjorde det möjligt att få ta del av en elevs väg i den svenska skolan genom interjuver med pedagoger som arbetat med eleven och deltagande observationer samt intervjuer med hemmet i form med elevens mamma. Av resultaten som går att ta del av i denna rapport framkommer det att hur skolan tillvaratar andraspråksinlärarens modersmål gentemot svenskan spelar roll för hur tillägnandet av målspråket ska utvecklas. Även har olika undervisningsmetoder i skolan och interaktionen mellan skola, hem och fritidsverksamhet visat sig vara viktiga delar för hur andraspråksinlärningen ska fortgå. / Sweden are today no longer a homogeneous country without now is that a multicultural country where many nationalities, ethnicities and religions will influence each other. How can it be to learn a second language and which factors are important conquer the second language? The purpose with this study was to see how an education can perform in a multicultural compulsory education where the majority of the students have another mother tongue than Swedish with focus on if the school works with safeguarding second language learner’s mother tongue in relation to the Swedish language. The thought was also to take part of other factors as home, school and the spare time’s roles in conquering a second language. In order to proposed and active teachers and others who are interested within second language learning will allso be able to see how the education within this can be like and to be carried out. Therefore, it was chosen to do an ethnographic case survey with a qualitative position in order to collect the information by have access to different instruments of interviews and participating observations and to take part of different artefacts. This choice of method did it possible to take part of the pupil's road in the Swedish school through interviews with teachers who worked with the pupil, participating observations and interviews with the home in mould with the pupil's mother. Of the result that goes to take part of in this report is that the second language learner’s mother tongue in relation to the Swedish language plays a significant role for how to conquer the second language. How the second language learning continues depends on among other thing as teaching, interaction between schools, home and the spare time’s role which are all important factors for the pupil’s conquering a second language.

The purpose of this study is to examine the role of form-focused instruction in relation to learner investment in second language (L2) communication and learning. Although positive effects of form-focused instruction have been reported in the instructed second language acquisition literature, most of this research has been conducted from a cognitive-interactionist perspective. Little attention has been paid to the social and cultural factors of form-focused instruction, including learner investment— a desire to learn a second/foreign language taking into consideration learners’ socially constructed identities (Norton-Peirce, 1995). Drawing on second language socialization theory (Duff, 2007) and using discursive practices (Young, 2009) as an analytic framework, this study examines how form-focused instruction influences learner investment in L2 communication in the classroom setting. Twenty-four high school students in Japan participated in a study, where two Japanese teachers of English team-taught four 50-minute lessons. Each lesson contained a 30-minute treatment period, which consisted of a 15-minute exclusively meaning-focused (MF) activity and a 15-minute form-focused (FF) activity that included attention to both form and meaning. By counter-balancing effects of tasks, target grammar features, and teachers, the study examined whether and how the same learners invested in L2 communication in similar or different ways during the two different types of activities. Data were collected through classroom observations, video-recorded classroom interactions, stimulated recalls, interviews, questionnaires, and diaries. The interactional data were analyzed quantitatively by comparing the frequency of turns and language-related episodes during FF and MF activities. The same interactional data were also analyzed qualitatively in relation to discursive practices and self-reported data. The results showed that the FF activities created contexts for learners to establish their identities as L2 learners leading to more engagement in L2 communication than in the MF activities. This suggests that FF activities create a social context that enables learners to communicate in the L2 with greater investment than in MF activities.