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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The effects of a systematic inservice training program for counselors upon the verbal interaction process and other selected outcome variables during the initial phase of counseling

Dever, Elneita L. 12 1900 (has links)
There were two major problems posed by this study: (1) the effects of a systematic inservice training program for counselors, and (2) the relationship between the type of verbal behavior used by the counselor and client movement.
2

The Use of Token Reinforcement to Facilitate a Therapeutic Style of Verbal Interaction in Groups of Psychiatric Patients

Martin, Henry G. 01 May 1974 (has links)
This study evaluated the use of a tok en, operant conditioning technique as a treatment procedure in a group setting with chronic, hospitalized, psychiatric patients. Fifteen patients were randomly assigned to two experimental groups and to one control group; each group included five patients. The two experimental groups received tokens during phases of contingent reinforcement for "Therapeutic Responses" and under a yoked-control phase of non-contingent token reinforcement; the sequence of these phases was the major difference between the two experimental groups. The control group met under conditions of no tokens, and the frequency of "Therapeutic Responses" was recorded on those subjects. "Therapeutic Responses" were characterized as open, confrontive, and problem-solving oriented interaction among group members as defined by Quadrant IV of the Hill Interaction Matrix (HIM). Results clearly supported the hypotheses that therapeutic responses did occur significantly more frequently and for longer durations in both the experimental groups in the following predicted directions: (1) under conditions of contingent token reinforcement as compared to conditions of non-contingent token reinforcement and to baseline and extinction phases; (2) in both of the experimental groups as compared to the control group. Reversal procedures demonstrated the expected extinction effects. Also, all three groups were compared on follow-up outcome data which included: (1) pre- and post-test ratings by hospital attendants of the group member's behavior changes on the ward as measured by The Behavioral Adjustment Scale; (2) pre- and post-test scores on the HIM-B (an unpublished instrument based on the HIM measuring attitudes toward group interaction). There were no differential effects among the three groups' MACC Behavioral Adjustment Scale and HIM-B posttest scores. These results were discussed in respect to the implications of applied research in the area of verbal conditioning, and implications for the treatment of chronic psychiatric patients. Recommendations for future research to examine possible generalization effects were offered.
3

Svar på tal direkt : En studie om medborgerliga röster i ett deltagardemokratiskt samtal

Wikström, Erik January 2009 (has links)
<p>The aim and research questions of this study are concerned about how, and what kind of, problems and subjects that citizens raise during verbal interaction with politicians and officials in the field of participatory democracy. The theoretical framework of the study dominates by theories with a positive approach towards participatory democracy, but there is also a broader discussion on the phenomenon’s strengths and weaknesses.</p><p>The case in focus of the study is a specific phenomenon of participatory democracy created by the municipality of Växjö. The empirical material that is analysed is consisted of written text based on the verbal interaction from these meetings between citizens and politicians/officials.</p><p>The outcome of the study shows that most of the verbal interaction was held between citizens and politicians/officials in a vertical direction and that a major part of the responsibility concerning the raised subjects is estimated to be in the hands of the latter part. In the light of under what circumstances the meetings are practised, the democratic and collective minded performance of the citizens is argued to be in good condition, despite the dominating vertical interaction and estimation of trust.</p>
4

Interações verbais: analisando práticas centradas na espontaneidade e na solução de problemas em nível inicial de FLE / Verbal interactions: analyzing practices centered in the spontaneity and in the solution of problems in initial level of FFL

Gomes, Rita de Cássia 29 October 2012 (has links)
A presente pesquisa descreve, analisa e discute a exequibilidade de efetiva comunicação oral entre aprendizes em nível inicial de aprendizagem de FLE. Fundamentando-nos em Kerbrat-Orecchioni (1990; 1996) e Marcuschi (2003; 2008) descrevemos o funcionamento da interação verbal, explicitando seus fatores internos bem como as condutas que determinam esta prática. Apoiando-nos ainda em obras que defendem um ensino pautado na interação e na espontaneidade, como, por exemplo, Kramsch (1984), Schiffler (1991) e Massaro (2008) expomos suas contribuições para a área da didática do francês língua estrangeira. Analisando efetivas interações entre aprendizes inscritos em um Curso Experimental que oferecemos junto ao Serviço de Cultura e Extensão da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo, detectamos procedimentos de validação interlocutória (de caráter verbal, paraverbal e não verbal) utilizados para assegurar o sucesso da troca comunicativa espontânea na execução de tarefas linguageiras. A análise dos turnos de fala dos aprendizes evidenciou que a interação espontânea conduz naturalmente à colaboração na solução de problemas. Recorrendo frequentemente a reguladores e captadores, os aprendizes asseguram o pacto com o interlocutor, demonstrando assim seu engajamento discursivo na troca interacional em curso, ainda que pautado por restrições linguísticas características do nível inicial de aprendizagem de língua estrangeira. / The present research describes analyses and discusses the feasibility of effective oral communication of FFL (French as a Foreign Language) learners at an early stage. It is based upon Kerbrat-Orecchioni (1990; 1996) and Marcuschi (2003; 2008) and it describes how verbal interaction works, evincing its internal factors as well as the conducts that determine this practice. It also relies on books that defend the teaching grounded on interaction and spontaneity, as, for instance, Kramsch (1984), Schiffler (1991) and Massaro (2008) and it exposes their contribution to the teaching area of French as a foreign language. Analyzing effective interactions between learners enrolled in an Experimental Course offered in the Center of Culture and Extension of the Philosophy, Languages and Human Sciences College of the University of São Paulo, it has been noticed procedures of interlocutory validation (of verbal, paraverbal and non-verbal character) used to reassure the success of the spontaneous communication exchange in the execution of language tasks. The appraisal of the speaking turns of the apprentices has evidenced that the spontaneous interaction results in the collaboration of problem solving. Frequently recurring to regulators and receivers, learners ensure the agreement with the interlocutor, demonstrating, thus, their discoursive engagement in the interactional exchange in progress, despite its being based on linguistic restrictions, which are characteristic of the early stage of foreign language learning.
5

Un mot... un mot simplement: procedimentos de atenuação em francês e português / Un mot... un mot simplement: mitigation procedures in French and Portuguese

Teixeira, Anaisy Sanches 05 November 2012 (has links)
Ao engajar-se nas diversas formas de interação face a face, os interagentes devem considerar uma série de regras linguísticas, contextuais e interacionais para assegurar sua plena execução. Ainda que as regras conversacionais sejam culturalmente pré-definidas, as diversas situações interacionais criam, inevitavelmente, conflitos que podem oferecer perigo à imagem pública do locutor, assim como a do interlocutor. Para preservar a imagem de ambos, amenizar ou mesmo evitar as tensões nas interações verbais, são colocadas em prática estratégias de polidez verbal, que podem ser definidas como identidade social expressa em conduta verbal. O presente trabalho visa a estudar o funcionamento de alguns procedimentos conversacionais de atenuação como estratégia fundamental à realização harmoniosa de uma interação verbal. Desse modo, a compreensão do papel que desempenha a polidez verbal em determinada cultura pode ser determinante para o êxito do objetivo pretendido em uma troca conversacional, afinal, cada grupo social possui um perfil comunicativo que o caracteriza. Para tanto, foram analisadas entrevistas televisivas realizadas por falantes de língua francesa (França) e também portuguesa (Brasil) para observar quais estratégias de polidez negativa são empregadas em cada uma dessas culturas em situações de confronto. A partir da classificação proposta por Kerbrat-Orecchioni (1996, 2005) que tem em Brown e Levinson (1978, 1987) suas principais referências, procurou-se identificar as diferenças e as semelhanças dos procedimentos de atenuação colocados em ação em ambas as línguas. Nos casos observados, verificou-se certa tendência entre os falantes de língua portuguesa à contemporização de seus enunciados, o que pode denotar uma maior disposição em preservar a face de seu interlocutor, talvez para proteger a própria face. / By engaging in various forms of face to face interaction, the interactants must consider a number of linguistic rules, contextual and interactive, in order to ensure its full implementation. Although the conversational rules are culturally pre-defined, the various interactional situations create, inevitably, conflicts that may cause danger to the speaker and the interlocutor\'s public image. To preserve the image of both, to reduce or even avoid tensions in verbal interactions, verbal politeness strategies are put into practice, which can be defined as a social identity expressed in verbal behavior. The present work aims to study the functioning of some conversational mitigation procedures as a key strategy to achieve a harmonious verbal interaction. Thus, understanding the role played by verbal politeness in a particular culture can be crucial to the success of the intended purpose in a conversational exchange, after all, each social group has a communication profile that characterizes it. Thus, we analyzed television interviews conducted by speakers of French (France) and Portuguese (Brazil) in order to examine which negative politeness strategies are employed in each of these cultures in a confrontational situation. Based on the classification proposed by Kerbrat-Orecchioni (1996, 2005) which has in Brown and Levinson (1978, 1987) its main references, we sought to identify the differences and similarities of the mitigation procedures put into action in both languages. In the studied cases, we observed a tendency among the Portuguese-speaking people to compromise their statements, which may reflect a greater willingness to preserve their interlocutors face, perhaps to protect their own face.
6

A Study On The Nature And Frequency Of The Interaction And The Factors Affecting Interaction In Language Classrooms

Zengin, Emine 01 December 2008 (has links) (PDF)
The purpose of this study was to describe and explore the nature and frequency of the interaction and the factors affecting interaction in language classrooms. This qualitative study was conducted in a private language course in Ankara, Turkey. The sample consisted of 6 teachers. The data were collected through video-camera, semi-structred interview and demographic information log. To tackle the complexity of the raw data, data were first subjected to constant comparison analysis. Second, all results were tabulated and interpreted. The results indicated the amount of teacher talk outweighed student talk and teachers spent on average one third of the lesson on lecturing. Besides, it was observed teachers spent approximately 3 % of the lesson on questioning and teachers ask more low-level questions than high-level questions. In addition, the results revealed teacher-initiated interaction outweighed student-initiated interaction and both teacher-initiated and student-initiated interactions outweighed student-student interaction. It was also observed male students interact with teacher more than females. Lastly, the results indicated teachers criticized males more than females. In addition, the results about the nature of interaction indicated students used the method of shouting the answer or idea directly most as the way of initiating interaction with teacher. Furthermore, they had most interaction with teachers so as to ask questions related to the lesson. Also, the results showed the teachers used the method of addressing the whole class as the way of initiating interaction with students. Finally, the teachers used the questioning strategy most as a means of initiating interaction with students.
7

A dinâmica das interações em sala de aula e a construção do conhecimento científico /

Socha, Rosana Ramos. January 2011 (has links)
Orientador: Fátima Aparecida Dias Gomes Marin / Banca: Paulo Cesar de Almeida Raboni / Banca: Eduardo Fleury Mortimer / Resumo: O presente estudo, vinculado à linha de pesquisa "Práticas Educativas e Formação de Professores" do Programa de Pós-Graduação em Educação, teve por objetivo investigar as interações verbais entre professor e alunos, nas aulas de Física. A partir do objeto de estudo, buscamos evidências de como essas interações podem contribuir para a construção do conhecimento científico dos alunos, e apresentar elementos que visem à percepção, pelo professor, das interações que vivencia em sala de aula e sua relevância no processo de ensino-aprendizagem. Partimos das teorias de Vygotsky (1989; 2007), que tratam da linguagem e da formação do pensamento, convergindo com os estudos de Bakhtin (1992; 2004) que tratam da interação verbal como uma interação social entre os indivíduos. Também, nos baseamos nos trabalhos de Mortimer e seus colaboradores (1997, 2002, 2007 e 2010) que discutem temas ligados à interação verbal em aulas de ciências e as metodologias para análise dessas interações. Com relação ao trabalho docente nos fundamentamos em Tardif (2002) e Roldão (2007). Além disso, discutimos as competências, saberes e práticas, baseados nos trabalhos de Pimenta (1999, 2002), Shulmann (1986) e Perrenoud (1999). Para tratar o Ensino de Física buscamos as Orientações Curriculares para o Ensino Médio (2006), a Proposta Curricular do Estado de São Paulo (Física, 2008) e alguns estudiosos da área (ROBILOTTA; BABICHAK, 1997; NARDI, 1998; MENEZES, 2008). Optamos por uma pesquisa de abordagem qualitativa, em que os dados foram obtidos a partir de observações e gravações em áudio das aulas de Física de um professor com uma turma do segundo ano do Ensino Médio, de uma escola localizada em uma cidade do interior de São Paulo ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study, linked to the research line "Educational Practices and Teacher Education" from the Postgraduate Education Program, aims to investigate the verbal interactions between teacher and students in physics classes. From the object of study, we sought evidences of how these interactions may contribute to the construction of scientific knowledge of students and to introduce elements that aim to perception, by the teacher, his classroom experience and its relevance in the teaching and student learning. We started from the theories of Vygotsky (1989, 2007), dealing with language and thought formation, converging with the studies of Bakhtin (1992, 2004) dealing with the verbal interaction as a social interaction between individuals. We were based on the work of Mortimer and his collaborators (1997, 2002, 2007 and 2010) who discuss topics related to verbal interaction in science classes and methodologies for analysis of these interactions. With regard to the docent work in Tardif (2002) and Roldão (2007). Moreover, we discussed the skills, knowledge and practices, based on the work of Pimenta(1999, 2002), Shulmann (1986) and Perrenoud (1999). To treat the Physics teaching we sought the Curriculum Guidance for Secondary School (2006), the Curriculum Proposal of the State of São Paulo (Physics, 2008) and some studious (ROBILOTTA; BABICHAK, 1997; NARDI, 1998; MENEZES, 2008). We chose a research of qualitative approach, in which the data was gotten from observations and audio recordings of physics classes of a teacher with the second year of secondary school group, in a school located in a countryside city of São Paulo ... (Complete abstract click electronic accesss below) / Mestre
8

A dinâmica das interações em sala de aula e a construção do conhecimento científico

Socha, Rosana Ramos [UNESP] 30 May 2011 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:25:58Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-30Bitstream added on 2014-06-13T19:12:45Z : No. of bitstreams: 1 socha_rr_me_prud.pdf: 551862 bytes, checksum: 05925008b44fc8b7d61196da78b861c4 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente estudo, vinculado à linha de pesquisa “Práticas Educativas e Formação de Professores” do Programa de Pós-Graduação em Educação, teve por objetivo investigar as interações verbais entre professor e alunos, nas aulas de Física. A partir do objeto de estudo, buscamos evidências de como essas interações podem contribuir para a construção do conhecimento científico dos alunos, e apresentar elementos que visem à percepção, pelo professor, das interações que vivencia em sala de aula e sua relevância no processo de ensino-aprendizagem. Partimos das teorias de Vygotsky (1989; 2007), que tratam da linguagem e da formação do pensamento, convergindo com os estudos de Bakhtin (1992; 2004) que tratam da interação verbal como uma interação social entre os indivíduos. Também, nos baseamos nos trabalhos de Mortimer e seus colaboradores (1997, 2002, 2007 e 2010) que discutem temas ligados à interação verbal em aulas de ciências e as metodologias para análise dessas interações. Com relação ao trabalho docente nos fundamentamos em Tardif (2002) e Roldão (2007). Além disso, discutimos as competências, saberes e práticas, baseados nos trabalhos de Pimenta (1999, 2002), Shulmann (1986) e Perrenoud (1999). Para tratar o Ensino de Física buscamos as Orientações Curriculares para o Ensino Médio (2006), a Proposta Curricular do Estado de São Paulo (Física, 2008) e alguns estudiosos da área (ROBILOTTA; BABICHAK, 1997; NARDI, 1998; MENEZES, 2008). Optamos por uma pesquisa de abordagem qualitativa, em que os dados foram obtidos a partir de observações e gravações em áudio das aulas de Física de um professor com uma turma do segundo ano do Ensino Médio, de uma escola localizada em uma cidade do interior de São Paulo... / This study, linked to the research line Educational Practices and Teacher Education from the Postgraduate Education Program, aims to investigate the verbal interactions between teacher and students in physics classes. From the object of study, we sought evidences of how these interactions may contribute to the construction of scientific knowledge of students and to introduce elements that aim to perception, by the teacher, his classroom experience and its relevance in the teaching and student learning. We started from the theories of Vygotsky (1989, 2007), dealing with language and thought formation, converging with the studies of Bakhtin (1992, 2004) dealing with the verbal interaction as a social interaction between individuals. We were based on the work of Mortimer and his collaborators (1997, 2002, 2007 and 2010) who discuss topics related to verbal interaction in science classes and methodologies for analysis of these interactions. With regard to the docent work in Tardif (2002) and Roldão (2007). Moreover, we discussed the skills, knowledge and practices, based on the work of Pimenta(1999, 2002), Shulmann (1986) and Perrenoud (1999). To treat the Physics teaching we sought the Curriculum Guidance for Secondary School (2006), the Curriculum Proposal of the State of São Paulo (Physics, 2008) and some studious (ROBILOTTA; BABICHAK, 1997; NARDI, 1998; MENEZES, 2008). We chose a research of qualitative approach, in which the data was gotten from observations and audio recordings of physics classes of a teacher with the second year of secondary school group, in a school located in a countryside city of São Paulo ... (Complete abstract click electronic accesss below)
9

Un mot... un mot simplement: procedimentos de atenuação em francês e português / Un mot... un mot simplement: mitigation procedures in French and Portuguese

Anaisy Sanches Teixeira 05 November 2012 (has links)
Ao engajar-se nas diversas formas de interação face a face, os interagentes devem considerar uma série de regras linguísticas, contextuais e interacionais para assegurar sua plena execução. Ainda que as regras conversacionais sejam culturalmente pré-definidas, as diversas situações interacionais criam, inevitavelmente, conflitos que podem oferecer perigo à imagem pública do locutor, assim como a do interlocutor. Para preservar a imagem de ambos, amenizar ou mesmo evitar as tensões nas interações verbais, são colocadas em prática estratégias de polidez verbal, que podem ser definidas como identidade social expressa em conduta verbal. O presente trabalho visa a estudar o funcionamento de alguns procedimentos conversacionais de atenuação como estratégia fundamental à realização harmoniosa de uma interação verbal. Desse modo, a compreensão do papel que desempenha a polidez verbal em determinada cultura pode ser determinante para o êxito do objetivo pretendido em uma troca conversacional, afinal, cada grupo social possui um perfil comunicativo que o caracteriza. Para tanto, foram analisadas entrevistas televisivas realizadas por falantes de língua francesa (França) e também portuguesa (Brasil) para observar quais estratégias de polidez negativa são empregadas em cada uma dessas culturas em situações de confronto. A partir da classificação proposta por Kerbrat-Orecchioni (1996, 2005) que tem em Brown e Levinson (1978, 1987) suas principais referências, procurou-se identificar as diferenças e as semelhanças dos procedimentos de atenuação colocados em ação em ambas as línguas. Nos casos observados, verificou-se certa tendência entre os falantes de língua portuguesa à contemporização de seus enunciados, o que pode denotar uma maior disposição em preservar a face de seu interlocutor, talvez para proteger a própria face. / By engaging in various forms of face to face interaction, the interactants must consider a number of linguistic rules, contextual and interactive, in order to ensure its full implementation. Although the conversational rules are culturally pre-defined, the various interactional situations create, inevitably, conflicts that may cause danger to the speaker and the interlocutor\'s public image. To preserve the image of both, to reduce or even avoid tensions in verbal interactions, verbal politeness strategies are put into practice, which can be defined as a social identity expressed in verbal behavior. The present work aims to study the functioning of some conversational mitigation procedures as a key strategy to achieve a harmonious verbal interaction. Thus, understanding the role played by verbal politeness in a particular culture can be crucial to the success of the intended purpose in a conversational exchange, after all, each social group has a communication profile that characterizes it. Thus, we analyzed television interviews conducted by speakers of French (France) and Portuguese (Brazil) in order to examine which negative politeness strategies are employed in each of these cultures in a confrontational situation. Based on the classification proposed by Kerbrat-Orecchioni (1996, 2005) which has in Brown and Levinson (1978, 1987) its main references, we sought to identify the differences and similarities of the mitigation procedures put into action in both languages. In the studied cases, we observed a tendency among the Portuguese-speaking people to compromise their statements, which may reflect a greater willingness to preserve their interlocutors face, perhaps to protect their own face.
10

Interações verbais: analisando práticas centradas na espontaneidade e na solução de problemas em nível inicial de FLE / Verbal interactions: analyzing practices centered in the spontaneity and in the solution of problems in initial level of FFL

Rita de Cássia Gomes 29 October 2012 (has links)
A presente pesquisa descreve, analisa e discute a exequibilidade de efetiva comunicação oral entre aprendizes em nível inicial de aprendizagem de FLE. Fundamentando-nos em Kerbrat-Orecchioni (1990; 1996) e Marcuschi (2003; 2008) descrevemos o funcionamento da interação verbal, explicitando seus fatores internos bem como as condutas que determinam esta prática. Apoiando-nos ainda em obras que defendem um ensino pautado na interação e na espontaneidade, como, por exemplo, Kramsch (1984), Schiffler (1991) e Massaro (2008) expomos suas contribuições para a área da didática do francês língua estrangeira. Analisando efetivas interações entre aprendizes inscritos em um Curso Experimental que oferecemos junto ao Serviço de Cultura e Extensão da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo, detectamos procedimentos de validação interlocutória (de caráter verbal, paraverbal e não verbal) utilizados para assegurar o sucesso da troca comunicativa espontânea na execução de tarefas linguageiras. A análise dos turnos de fala dos aprendizes evidenciou que a interação espontânea conduz naturalmente à colaboração na solução de problemas. Recorrendo frequentemente a reguladores e captadores, os aprendizes asseguram o pacto com o interlocutor, demonstrando assim seu engajamento discursivo na troca interacional em curso, ainda que pautado por restrições linguísticas características do nível inicial de aprendizagem de língua estrangeira. / The present research describes analyses and discusses the feasibility of effective oral communication of FFL (French as a Foreign Language) learners at an early stage. It is based upon Kerbrat-Orecchioni (1990; 1996) and Marcuschi (2003; 2008) and it describes how verbal interaction works, evincing its internal factors as well as the conducts that determine this practice. It also relies on books that defend the teaching grounded on interaction and spontaneity, as, for instance, Kramsch (1984), Schiffler (1991) and Massaro (2008) and it exposes their contribution to the teaching area of French as a foreign language. Analyzing effective interactions between learners enrolled in an Experimental Course offered in the Center of Culture and Extension of the Philosophy, Languages and Human Sciences College of the University of São Paulo, it has been noticed procedures of interlocutory validation (of verbal, paraverbal and non-verbal character) used to reassure the success of the spontaneous communication exchange in the execution of language tasks. The appraisal of the speaking turns of the apprentices has evidenced that the spontaneous interaction results in the collaboration of problem solving. Frequently recurring to regulators and receivers, learners ensure the agreement with the interlocutor, demonstrating, thus, their discoursive engagement in the interactional exchange in progress, despite its being based on linguistic restrictions, which are characteristic of the early stage of foreign language learning.

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