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Bevans, Brandon. "Categorizing Blog Spam." DigitalCommons@CalPoly, 2016. https://digitalcommons.calpoly.edu/theses/1623.
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The internet has matured into the focal point of our era. Its ecosystem is vast, complex, and in many regards unaccounted for. One of the most prevalent aspects of the internet is spam. Similar to the rest of the internet, spam has evolved from simply meaning ‘unwanted emails’ to a blanket term that encompasses any unsolicited or illegitimate content that appears in the wide range of media that exists on the internet.
Many forms of spam permeate the internet, and spam architects continue to develop tools and methods to avoid detection. On the other side, cyber security engineers continue to develop more sophisticated detection tools to curb the harmful effects that come with spam. This virtual arms race has no end in sight. Most efforts thus far have been toward accurately detecting spam from ham, and rightfully so since initial detection is essential. However, research is lacking in understanding the current ecosystem of spam, spam campaigns, and the behavior of the botnets that drive the majority of spam traffic.
This thesis focuses on characterizing spam, particularly the spam that appears in forums, where the spam is delivered by bots posing as legitimate users. Forum spam is used primarily to push advertisements or to boost other websites’ perceived popularity by including HTTP links in the content of the post. We conduct an experiment to collect a sample of the blog posts and network activity of the spambots that exist in the internet. We then present a corpora available to conduct analysis on and proceed with our own analysis. We cluster associated groups of users and IP addresses into entities, which we accept as a model of the underlying botnets that interact with our honeypots. We use Natural Language Processing (NLP) and Machine Learning (ML) to determine that creating semantic-based models of botnets are sufficient for distinguishing them from one another. We also find that the syntactic structure of posts has little variation from botnet to botnet. Finally we confirm that to a large degree botnet behavior and content hold across different domains.
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Lin, Ming Huei. "Blog assisted language learning in the EFL writing classroom : an empirical study." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3489/.
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This is a study exploring the effects of blog assisted language learning (BALL) in the EFL writing classroom in Taiwan. It focuses principally on a comparative experimental project that was carried out over the period of one academic year. The project involved two groups of first year university students of a low intermediate level in English. There were 25 students in each group, and both groups were taught by the same teacher-researcher (i.e. the author of this thesis). In this thesis, we present a detailed statistical examination of various aspects of BALL, including students’ writing performance, learning motivation towards writing and self-efficacy beliefs with regard to their EFL writing skills and abilities. We also take a corpus-based look into the written language collected from both of the groups using a series of numerical counts obtained by computerised measurements. We also present the results of a qualitative, phenomenological analysis that reflects the nature of the participants’ BALL experience. The overall argument of the thesis is that BALL is at best no more effective than traditional approaches to EFL writing pedagogy, and in some cases is actually less effective than traditional, low-tech methods.
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Koh, Kok Chuan. "Modeling Alcohol Consumption Using Blog Data." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271843/.
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How do the content and writing style of people who drink alcohol beverages stand out from non-drinkers? How much information can we learn about a person's alcohol consumption behavior by reading text that they have authored? This thesis attempts to extend the methods deployed in authorship attribution and authorship profiling research into the domain of automatically identifying the human action of drinking alcohol beverages. I examine how a psycholinguistics dictionary (the Linguistics Inquiry and Word Count lexicon, developed by James Pennebaker), together with Kenneth Burke's concept of words as symbols of human action, and James Wertsch's concept of mediated action provide a framework for analyzing meaningful data patterns from the content of blogs written by consumers of alcohol beverages. The contributions of this thesis to the research field are twofold. First, I show that it is possible to automatically identify blog posts that have content related to the consumption of alcohol beverages. And second, I provide a framework and tools to model human behavior through text analysis of blog data.
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Boeira, Adriana Ferreira. "A linguagem em blog educativo e o processo de aprendizagem." reponame:Repositório Institucional da UCS, 2011. https://repositorio.ucs.br/handle/11338/1012.
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A presente dissertação constitui-se em um estudo qualitativo, delineado como estudo de caso, sobre as adequações curriculares, estratégias e procedimentos pedagógicos utilizados em sala de aula e em outros espaços escolares, a partir da utilização do software Boardmaker® com Speaking Dynamically Pro – SDP v.6, recurso de tecnologia assistiva, enviado às salas de recursos multifuncionais, na política pública brasileira de 2007 a 2012. Esta investigação verificou o modo como esse software foi utilizado pelos professores do Atendimento Educacional Especializado, de agosto de 2011 a dezembro de 2012, com alunos com paralisia cerebral que frequentam os anos iniciais (1º ao 5º ano) do Ensino Fundamental na Rede Regular de Ensino de Vacaria. O estudo é fundamentado por diferentes autores que apoiam a compreensão do objeto e do contexto de pesquisa, mais especificamente, abordando os temas da Educação Especial na perspectiva da Educação Inclusiva e dos recursos pedagógicos acessíveis de comunicação aumentativa e alternativa, além da apropriação das tecnologias de informação e comunicação direcionadas a pessoas com paralisia cerebral. Para análise dos dados, buscou-se ainda apoio na teoria sócio-histórica que fundamenta os processos de interação e mediação entre sujeitos, para o desenvolvimento dos processos mentais superiores. Os resultados apontam para a importância do software como ferramenta na comunicação alternativa dos alunos com paralisia cerebral, pois transforma o computador em um eficaz recurso de educação e comunicação. No entanto, evidenciam-se dificuldades para administrar esse recurso, frente à sua complexidade e ao grande espaço de tempo exigido para sua administração. Verifica-se ainda a necessidade de planejamento bem estruturado e articulado, para que os recursos utilizados possam servir como instrumentos mediadores na cultura, no desenvolvimento e nas aprendizagens dos alunos, podendo, desse modo, contribuir para que dificuldades relacionadas à educação na perspectiva da inclusão sejam ultrapassadas.<br>Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-09-30T13:41:10Z
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Dissertacao Adriana Aparecida de Almeida Marcolin.pdf: 2496412 bytes, checksum: 7bcbaf49c3e4a72370f575fcdc15ab8c (MD5)<br>This dissertation consists of a qualitative study delineated as a case study about curriculum adaptations, strategies and pedagogical procedures used in the classroom and other school spaces, from the use of Boardmaker® with Speaking Dynamically software Pro – SDP v.6, resource of assistive technology sent to the multi-functional resource rooms in the Brazilian public policy from 2007 to 2012. This research verified the way this software has been used by teachers from the Specialized Educational Services, from August 2011 to December 2012, including students with cerebral palsy attending the early years (1st to 5th grades) in Regular Elementary Schools in Vacaria. The study is substantiated by several authors who support the comprehension of the object and the context of the research, more specifically approaching the topics of Special Education in the perspective of Inclusive Education and accessible educational resources of augmentative and alternative communication, besides the appropriation of information technologies and communication addressed to people with cerebral palsy. For data analysis, it was studied Vygotsky‟s theory that underlies the processes of interaction and mediation among subjects for the development of the superior mental processes. The results point to the importance of the software as a tool in alternative communication for students with cerebral palsy, because it turns the computer into an effective resource for education and communication. However, it is evident that there are some difficulties in managing this resource face to its complexity and the great amount of time required for its administration. There is still the need of a well-structured and articulated planning so that the useful resources can be served as mediating instruments in culture, development and student learning and may, though, contribute to difficulties, related to education in the perspective of inclusion, are gotten over.
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Shihab, Mahmud. "Web 2.0 Tools Improve Teaching and Collaboration in High School English Language Classes." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/303.
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Web 2.0 tools, namely blogs, wikis, podcasts, and RSS were introduced to change teaching practices of in-service high school teachers to improve the collaboration of today's students in the English language classroom. Two high school teachers of English language and their classes participated. The teachers were interviewed about their current teaching practices and provided with training to develop teaching units that use Web 2.0 to engage students as active collaborators in their learning. They integrated blogs, podcasts, wikis, and RSS into their teaching. Additional interviews were conducted during and after the implementation stage. Implementation strategies, changes in teaching practices, challenges encountered, and the impact on student interaction and collaboration were closely examined. Students were surveyed at the conclusion. Teachers found that Web 2.0 tools made them more efficient in teaching. Blogging was the most powerful tool for journal writing and sharing ideas. Wikis were more difficult to use but were useful to facilitate group planning and collaborative construction of knowledge. Podcasts were useful for publishing audio recordings of interviews, speeches, and poetry recitals. RSS feeds made it easy for teachers and students to track updates on websites, posts on blogs, collaborations on wikis, and audio recordings on podcasts. Both teachers and students enjoyed the interactions and collaboration that took place in the English classroom using Web 2.0 tools.
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Griner, Ana Priscila. "A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16296.
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Previous issue date: 2013-08-23<br>Universidade Federal do Rio Grande do Norte<br>This research, part of Applied Linguistics field, aims to analyze the language of a school blog, developed with the participation of students, as a work based on the conception of multiliteracies, focusing on the construction of different meanings. The research is carried on from the building and maintenance of a school blog, the Ieceblog, with students of Ensino Fundamental II, since 2008, in a private school in Natal-RN. The investigation of the language produced on a school blog is justified due to the interactive conceptions of writing and reading on the virtual environment. Given the fact that new technologies are a reality in the schools opened to the practices of multiliteracies, it is assumed that text, image, video, audio, non-graphic signs and hypertext intensifies the produced interaction, in which the students become real authors. In this perspective, some voices belonging to the statements that are formed through the posts and comments chosen to the analyses and reflection on the blog space as locus of productions of senses inserted in the school and the world environment, as well as for the identification of the language resources used to intensify the senses that emerge from it. From the view of dialogism conceptualized by Bakhtin Circle, the qualitative interpretive-research deepens the experience of a school blog focusing on digital language in line with the vision of digital literacy. From the blog posts, a corpus that promote the exposure of different manifestations of language in the design of digital multiliteracies is elected. Thereby, the method used was the dialogical analysis of speech based on Bakhtin s studies and the Circle. The corpus was taken from the blog s posts in order to point up the different language manifestations in the following categories: (i) mood reinforced by the mockery, (ii) search for compliance with school sphere, (iii) conflicting social values and consistent complicity between sense and verbal imagery, and finally (iv) social practices that take place from and through the discursive genre. The study points to the tension between the active voices in several directions, revealing the distorted unit of posts which, under the analytical observation raises multiple meanings in a responsive manner. The analysis of the dialogue interaction in which intersperses the digital one becomes more apparent that the multiliteracies events that are mediated by language in addition to structure of the language and makes us rethink the students<br>Esta pesquisa, inserida no campo da Lingu?stica Aplicada, tem por objetivo analisar a linguagem de um blog escolar, desenvolvido com a participa??o de alunos, resultante de um trabalho ancorado na concep??o dos multiletramentos, com foco na constru??o de sentidos. A pesquisa se desenvolve a partir da confec??o e manuten??o de um blog escolar, o Ieceblog, com alunos do Ensino Fundamental II, desde 2008, em uma escola da rede privada de Natal. Justifica-se a investiga??o das manifesta??es de linguagem produzidas em um blog escolar mediante a demanda das concep??es interativas de leitura e escrita no meio digital. Dada a constata??o de que as novas tecnologias s?o uma realidade dentro das escolas que se abrem para as pr?ticas dos multiletramentos, pressup?e-se que texto, imagem, v?deo, ?udio, signos n?o gr?ficos e hipertexto potencializam a intera??o produzida, em que alunos se tornam autores reais. Nessa perspectiva, destacam-se as vozes pertencentes aos enunciados que se formam atrav?s das postagens e dos coment?rios escolhidos para an?lise e reflex?o sobre o espa?o do blog como locus de produ??o de sentidos, inserido no ambiente escolar e no mundo, assim como para a identifica??o dos recursos de linguagem usados para potencializar os sentidos que emergem. A partir da vis?o de dialogismo conceitualizada pelo C?rculo de Bakhtin, a pesquisa de cunho qualitativo-interpretativista se aprofunda na experi?ncia de um blog escolar com foco na linguagem digital em sintonia com a vis?o de letramento digital. A partir das postagens do blog, elege-se um corpus que favore?a a exposi??o das diferentes manifesta??es de linguagem na concep??o dos multiletramentos digitais. O estudo aponta para a tens?o existente entre as vozes atuantes em v?rias dire??es, revelando a unidade falseada das postagens, que, sob o olhar anal?tico, faz surgir m?ltiplos significados de maneira responsiva. A an?lise do di?logo que entremeia a intera??o no meio digital torna mais vis?vel que os eventos dos multiletramentos mediados pela linguagem est?o para al?m da estrutura da l?ngua e faz repensar as pr?ticas escolares
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Leite, Alessandra Abirached de Camargo. "Produção escrita nas aulas de língua inglesa em uma escola da rede pública : uma pesquisa-ação de aplicação e análise de uma unidade didática desenvolvida em um blog." Universidade de Taubaté, 2012. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=596.
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A motivação para a realização desta pesquisa-ação surgiu quando observei a existência de um distanciamento entre os conteúdos trabalhados nas aulas de LI e as necessidades que emergiam da realidade social vivida pelos alunos, notadamente aqueles que frequentavam escolas da rede pública de ensino. Na
condição de professora de LI em escolas regulares, das redes privada e pública de ensino, e em escolas de idiomas, resolvi me aprofundar nos estudos sobre esta problemática, pois percebi a necessidade de fazer modificações na forma como ensinava LI para meus alunos. Diante disso, desenvolvi esta dissertação. Após a análise dos dados coletados, confirmei o pressuposto de que o insucesso escolar está atrelado ao distanciamento entre a forma como o conteúdo é ensinado na IE e as necessidades dos alunos à vida em sociedade, prioritariamente as relacionadas
ao uso de TICs. Para a realização deste estudo, optei pela metodologia de pesquisaação, vez que ela se mostrou a mais adequada aos propósitos investigativos e viável à realidade dos sujeitos de pesquisa. A adoção desta metodologia me levou a
organizar a análise de acordo com os ciclos de ação-reflexão-ação da pesquisa e a realizar tomadas de decisão voltadas à reestruturação de práticas e ao redirecionamento de metas ao longo do desenvolvimento do trabalho, em um processo que se deu com a participação dos alunos. A investigação realizada por esta pesquisa-ação desenvolveu-se a partir da elaboração de uma UD que integrou atividades presenciais, realizadas nas aulas de LI, e virtuais, por meio da produção e publicação de textos em um blog. Os avanços na produção escrita em LI dos alunos foram efetivos, fato comprovado pelo uso de conteúdos léxico-gramaticais apresentados nas produções dos alunos. O papel do blog nesta UD foi o de agente motivador e desinibidor, e colaborou para a participação dos alunos no projeto. Por meio das atividades propostas pela UD, os alunos tiveram a oportunidade de se expressar e de interagir com os colegas. A construção colaborativa do conhecimento acarretou melhora na produção escrita dos alunos em LI. As tomadas de decisão, próprias da pesquisa-ação, e realizadas de forma conjunta (professora-alunos), aumentaram a autoestima dos alunos, que passaram a se sentir mais valorizados e capazes de aprender. Isso posto, compreendo ser relevante a integração de TICs ao PEA de LI, por meio de UDs que privilegiem atividades que permitam a interação entre os participantes deste processo, bem como a construção do conhecimento de modo colaborativo e o uso real do idioma. O resultado desta integração, como constatado por esta pesquisa, são avanços significativos não só em nível de
conhecimento do idioma, mas também no desenvolvimento da autonomia e na formação plena dos alunos.<br>The motivation for this action-research came when I observed the existence of a gap between the content worked in the classes of English and the needs that emerged from the social reality experienced by the students, especially those attending state schools. Being an English teacher in regular schools, in the private and public sector, and in language schools institutes, I decided to deepen my studies on this issue, due to the fact that I noticed the great need of making changes in how I used to teacher English to my students. Therefore, this work was developed. The data analysis, and the students written productions in English, confirmed my initial assumption that school failure is related to the distance between the content taught at school and the students needs for living in society, primarily those ones related to the use of ICTs. For this study, Ive chosen the action-research methodology, since itd proved to be the most suitable one for the investigative purposes and feasible to the reality of the
research matters. The use of this methodology led me to organize the analysis according to the cycles of the action-reflection-action research and to practice decision-making aiming at restructuring and redirecting goals throughout the
development of this work, in a process that counted with the participation of the students. The investigation carried out in this action-research was developed based on a unit that integrated face-to-face activities carried out in the classroom to virtual ones, by means of the production and publication of texts in a blog. I believe that advances in the written production in English of the students were effective, as shown by the use of lexical-grammatical content used in the students productions.
The role of the blog in this unit was to motivate and disinhibit the students, which contributed to their participation in the project. Through the activities proposed by the unit, the students had the opportunity to express themselves and to interact with peers. The collaborative construction of knowledge led to significant improvement in students written production in English. Decision-making carried out jointly, which is typical of action-research, increased students self-esteem, who began to feel more valued and able to learn. That said, I understand that the integration of ICTs in units that focus on activities that allow the interaction among the participants, on collaborative knowledge construction and on actual use of language is relevant. The results of this integration, as evidenced by this research, are significant advances not only in the level of linguistic knowledge of the language, but also in the development of autonomy and full training of the students.
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Korkmazgil, Sibel. "How Does Blogging Enhance Pre-service English Language Teachers'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610573/index.pdf.
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This was a case study which aimed to examine how blogging enhanced reflection among pre-service English language teachers in Practicum. 12 pre-service English language teachers enrolled in the undergraduate program of English Teaching Education in the Department of Foreign Language Education at Middle East Technical University participated in the study which comprised a 12-week time span in the 2007-2008 spring term.
Data collection consisted of archival records of participants&rsquo<br>blog posts and comments, pre- and post-study interviews with each pre-service teacher, and field notes taken by the researcher throughout the study. All the blog content was archived and available on the Internet throughout the study. Recurring patterns in pre-service English language teachers&rsquo<br>blog postings were used as a measure of their reflectivity. Earlier and later blog postings were compared to check evidence of change in the level of the pre-service teachers&rsquo<br>reflective thinking.
Results indicated that: (1) the pre-service English language teachers frequently discussed their personal theories of teaching, the problems that they formulated based on their practicum observation, and topics related to their self-awareness in their blog postings<br>and (2) they were reflective in their blog postings, to a certain extent, although there were individual differences in the degree of reflectivity in the identified categories.
In this respect, this blogging experience provided a different approach to develop reflectivity in Practicum. Therefore, this study may be an example to investigate the effectiveness of blogs in language teacher education, especially in a Turkish context where English is learned and taught as a foreign language.
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Alves, Teresa Cristina. "A educação e os multiletramentos: leitura e escrita de linguagem multissemiótica no hipertexto blog." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/7662.
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Previous issue date: 2015-08-31<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>Life of Human beings, currently, is totally linked to new technologies which, definitely, come to stay, attracted people attention. Those technologies made daily activities easier and faster. All these facilities propose a virtual environment a place of interaction and research, particularly concerning how language is handle by youth. In this context, the way to develop teaching school has been hard and considered like a disadvantage competition being school far from away student’s reality: these use technologies frequently day by day. Considering this fact, we decided to work on this issue in a primary school in the city of João Pessoa, with the main objective, to understand that the use of the media favors the educational practice, when the orientation is focused to the conscious use of the virtual environment to encourage research and systematization of information on the network for the construction of knowledge. Seeing all these statements, we took as theorical background of studies as Levi (2010), Schmitd-Cohen (2013), Moran (2010), among others, these scholar brings important contributions about how technologies as a big phenomena and the urgent modification education environment has to receive, in order can follow this evolutionary process. We also saw studies that underground literacies practices at school, hypertext and multiliteracies concepts. To do that we looked at Marcuschi (2010), Antunes (2003), Xavier (2010)and Rojo (2012), among others scholars. Based on these studies and based on approaches, we realized a research using questionnaires to teachers and students to bound the plot around school/field in Action Research. From this view, we elaborate and developed a pedagogical intervention as searching with didactical sequences just in what is proposed by Schenewly and Dolz (2004) In the early period of sequence, students ninth grade from mentioned school used their previous knowledge about technology to produced videos on semiotics language. They also produced a first version of electronic genre/support Blog. After analyze and reflection about these first productions in modularization period, they received pedagogical support on multiliteracies form to change they knew previously, leaning new concepts and new language production, reflecting about written and making communication on specific functions and goals. At the final production there was a presentation to school community of the Blog “Portal S. A, conscientizando vidas”, electronic genre which lead like a support to publicize their productions. The experience was measured by school like in order to not only for develop communicative competences in our students but also it provides innovator technology contemporary uses as a great helper for teaching and learning construction.<br>A vida dos seres humanos atualmente está atrelada às inovações tecnológicas que atraem as pessoas por tornar as atividades cotidianas mais rápidas e mais fáceis. Toda essa dinamicidade, especialmente no modo como a linguagem é produzida, faz do ambiente virtual um local de procura e de acesso constante, especialmente pelos nossos jovens. Nesse contexto, a atuação da escola se torna mais difícil, pelo fato de competir em desvantagem com o universo virtual. Diante dessa constatação, decidimos trabalhar essa questão em uma escola de ensino fundamental do município de João Pessoa-PB, tendo como principal objetivo, entender que o uso da mídia favorece a prática educativa, quando a orientação é focalizada para o uso consciente do meio virtual no sentido de incentivar a pesquisa e a sistematização de informações presentes na rede em prol da construção do conhecimento. Para amparar essa prática, fomos buscar, nos constructos teóricos de estudiosos como Lévy (2010), Schmidt/Cohen (2013), Moran (2010) e outros, reflexões sobre as mudanças trazidas pelo fenômeno tecnológico e as modificações urgentes que o setor de educação tem que sofrer para acompanhar esse processo evolutivo. Analisamos, também, pesquisas que amparam as práticas de letramento na escola e os conceitos de hipertexto e de multiletramentos, visitando estudiosos como Marcuschi (2010); Antunes (2003); Xavier (2010), Rojo (2012), dentre outros. Com base nessas abordagens, realizamos uma pesquisa utilizando-se de questionários junto aos professores e alunos para delimitar a problemática na escola/campo da pesquisação. A partir do diagnóstico, elaboramos e executamos uma intervenção pedagógica em forma de sequência didática, segundo o que sugere Schnewly e Dolz (2004). Na fase de produção inicial dessa sequência, os alunos do nono ano da referida escola, utilizaram seus conhecimentos prévios acerca das tecnologias contemporâneas, para realizar produções em vídeo com linguagem multissemiótica. Produziram, também, uma primeira versão do gênero/suporte eletrônico Blog. Após análise e reflexão sobre essas primeiras produções, na etapa de modularização, receberam apoio pedagógico nos moldes dos multiletramentos para transformar o que já sabiam, em conhecimento e preencher as lacunas de aprendizagem, apreendendo conceitos, conhecendo novas formas de produção de linguagem, refletindo sobre a escrita e realizando comunicações com funções e objetivos específicos. A produção final culminou com a apresentação, para toda a comunidade escolar, do Blog “Portal S. A: conscientizando vidas”, gênero eletrônico que serviu de suporte para divulgar suas produções. A experiência foi avaliada pela escola como muito positiva, pelo fato não só de desenvolver nos alunos competências comunicativas, mas por proporcionar o uso inovador das tecnologias contemporâneas como coadjuvantes no processo de ensino e aprendizagem.
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Aragão, Cristiane Moura Lima de. "#Imigrantes, #escritas e #letramentos digitais: uma viagem virtual, um blog e um estudo de caso." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-15012016-131917/.
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Esta pesquisa tem como objetivo investigar de que maneira a internet pode contribuir para o ensino de italiano como língua estrangeira, por meio da análise da produção escrita dos alunos de um curso com enfoque cultural, da sua participação no blog do curso e dos questionários respondidos. O estudo fundamenta-se em três bases teóricas: a hipótese da interação de Long (1981), na linguística aplicada à aquisição de línguas, os estudos sobre as Tecnologias de Informação e Comunicação (TICs) aplicadas ao ensino de línguas, e os estudos sobre Letramentos Digitais. A pesquisa é longitudinal, baseada em uma abordagem qualitativa, e o método utilizado é o estudo de caso. Os dados foram obtidos a partir um curso de cultura italiana, elaborado e ministrado por nós em 2013, junto aos cursos extracurriculares de língua e cultura italianas do Italiano no Campus, oferecidos pela Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. A proposta do curso era realizar uma viagem virtual pela Itália, sua língua e sua cultura, utilizando a internet durante as aulas e fora delas. Além disso, criamos um blog coletivo que contou com a participação dos alunos do curso. Todos os participantes eram imigrantes digitais, segundo o termo proposto por Prensky (2001), que possuíam variados níveis linguísticos e de letramentos digitais. Os dados da pesquisa são formados pelos questionários respondidos pelos participantes do curso, pelos rascunhos e versões originais dos textos, pelos posts e comentários publicados pelos alunos no blog, por alguns e-mails escritos pelos alunos e por algumas mudanças nos próprios alunos que constatamos durante a pesquisa. Em relação à produção textual dos participantes, a análise feita apontou as seguintes contribuições da utilização da internet e do blog: aumento de vocabulário devido ao input oferecido, maior agilidade na escrita e maior facilidade em se expressar em italiano. A análise sinalizou que o nível de letramentos digitais do aluno possibilita uma maior ou menor participação no blog, mas não é um fator determinante. É preciso levar em conta a preferência pelas habilidades orais ou escritas, a importância atribuída à escrita na aprendizagem, as expectativas em relação ao curso, a idade, e o perfil independente ou autônomo do aluno em relação à aprendizagem. Os resultados apontaram mudanças na autonomia dos alunos, sugerindo um caso particular de autonomia: o aprender a aprender com a internet. Outro resultado observado foi uma maior utilização da internet e dos recursos tecnológicos nos estudos de italiano por parte dos alunos.<br>This research aims to investigate how the Internet can contribute to the teaching of Italian as a foreign language, through the analysis of the digital writing of students from a course with a focus on culture, of their participation in the blog of this course, as well as from questionnaires answered by them. The study is based on three theoretical frameworks: Longs Interaction Hypothesis (1981), in Applied Linguistics and Language Acquisition, studies on Information and Communication Technologies (ICT) in Language Teaching, and studies on Digital Literacies. The research is longitudinal, based on a qualitative approach, and the method used is the case study. Data were obtained from a course in Italian culture, developed and taught by us in 2013, along with the extracurricular courses of Italian language and culture of the Italian on Campus, offered by the Faculty of Philosophy, Languages and Literature, and Human Sciences (FFLCH) of the University of São Paulo. The purpose of the course was to conduct a virtual journey through Italy, its language and culture, using the Internet during the lessons and outside them. In addition, we have created a collective blog that featured the participation of the students of the course. The participants were all digital immigrants, according to the term proposed by Prensky (2001), who presented different levels of linguistic and digital literacies. The survey data are formed by questionnaires answered by the participants of the course, by drafts and original versions of the texts produced by them, by their posts and comments published on the blog, by a few e-mails written by them, and by our evaluation of changes in the students concerning the use of Internet and some other aspects observed during the course. Regarding the textual production of the participants, the analysis pointed out the following contributions from the use of the Internet and the blog: increase of vocabulary due to the input offered, greater agility in writing, and more ease in expressing themselves in Italian. The analysis indicated that the level of digital literacies of students enables them to a greater or lesser participation in the blog, but it is not a determining factor. It is necessary also to take into account the preference for oral or written skills, the importance ascribed to the writing on learning, some expectations about the course, the age, and an independent or autonomous attitude of students towards learning. The results demonstrated changes in the autonomy of students, suggesting a particular case of autonomy: learning to learn from the Internet. Another result observed was the greater use of Internet and technological resources in Italian studies by the students.
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Goldberg, James Arthur. "Drink Me, or: How I Learned to Stop Worrying and Love the Blog." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2161.
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Language itself is a technology, and the advent of each major technology of language transmission (from the alphabet to the printing press to the Internet) has changed the range of speaker-audience dynamics which are the starting point for all creative writing. In this thesis, a writer, armed only with his blog archives and a smattering of John Tenniel illustrations, guides the curious reader through various issues raised by creative writing in the blog form. Topics discussed include self-presentation, the juxtaposed brevity and expansiveness of online texts, nonlinear reading, alternative models for revision, the literary possibilities of the hyperlink, speaker-audience-time relationships in online settings, the future of ephemerality, the possibility of digital street theatre, and croquet with live balls and sticks. Also discussed are: the end of the world, the Partition of India, the political ramifications of labels replacing folders, my great-aunt's death, Wynton Marsalis, Jewish Vikings, democracy in Kahanistan, Saparmurat Niyazov, Elvis Costello, Sheikh Hasina, and the virtues of walking to church. This thesis also contains several introductions, an acknowledgements page, and more chapters than I care to count. A five-dollar bill may or may not be hidden between the digital pages of this thesis.
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Shin, Dong-shin. "A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students’ Emergent Pathways to Literacy Development." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/134/.
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Santos, Karine Guerra dos. "A utilização do blog como apoio pedagógico no ensino de língua inglesa: um estudo de caso." Universidade Presbiteriana Mackenzie, 2012. http://tede.mackenzie.br/jspui/handle/tede/2134.
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Previous issue date: 2012-03-15<br>Fundo Mackenzie de Pesquisa<br>This research concerns to a case study performed with thirty students studying English language in a language school in the city of São Paulo. It was elaborated a 2-month project planning in order to use a significant pedagogic support tool in which the student would have the opportunity of working with something from his daily life, in addition to face to face class. Thus, the teacher/researcher has created a blog to investigate if this virtual environment would contribute for the development and construction of knowledge through interaction with and collaboration between student/student and student/teacher. Furthermore, this study aims identifying if the affective ties would collaborate to a significant learning of English Language. For analyzing the comments and posts from the blog, this research was based on Socio-interactionism and on the Communicative Approach. After two months of project performance, the investigation showed the blog was very efficient as a virtual learning community by propitiating the interaction and to the project attendants in target-language.<br>Esta pesquisa trata-se de um estudo de caso realizado com trinta alunos que cursam língua inglesa em uma escola de idiomas da cidade de São Paulo. Elaborou-se o planejamento
de um projeto com duração de dois meses, que visava utilizar uma ferramenta de apoio pedagógico que fosse significativa e que o estudante tivesse a oportunidade de trabalhar com algo que fizesse parte do seu cotidiano, além das aulas presenciais. Dessa forma, a professora/pesquisadora criou um blog no intuito de investigar se esse ambiente virtual contribui para o desenvolvimento e a construção do conhecimento por meio da interação e da colaboração entre aluno/aluno e aluno/professor. Além disso, procurou-se identificar se os vínculos afetivos colaboraram para um aprendizado significativo da língua inglesa. Para a análise dos comentários e postagens do blog, este presente trabalho se baseou no Sóciointeracionismo e na Abordagem Comunicativa. Após os dois meses de projeto, a investigação indicou que o blog apresentou grande efetividade enquanto comunidade virtual de
aprendizagem, ao proporcionar a interação e a colaboração na língua-alvo entre os participantes.
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Tihomir, Lazarević. "Ефекти примене блога у настави биологије у гимназији". Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2019. https://www.cris.uns.ac.rs/record.jsf?recordId=110974&source=NDLTD&language=en.
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У докторској дисертацији је најпре сагледан и анализиран теоријски оквир употребе рачунара, ИКТ и блога у настави. За потребе педагошког експеримента са паралелним групама, креиран је блог Биосоикослогос(www.biosoikoslogos.wordpress.com) на ком су интегрисани садржаји из наставне теме Основи цитологије према Наставном програму биологије за I разред гимназије свих смерова. Узорак истраживања је обухватао 171 ученика подељених у две групе при чему је у Е групи било 85, а у К групи 86 ученика.За потребе педагошког експеримента су креирани тестови знања (иницијални тест, финални тест и ретест) и скала процене о вредностима различитих карактеристика блога. Тестови знања су садржали питања на три нивоа: основни ниво (познавање чињеница), средњи ниво (разумевање појмова) и напредни ниво (анализа и резоновање). На почетку истраживања Е и К група су уједначене иницијалним тестом знања, као и према општемуспеху и успеху из биологије. Након иницијалног тестирања ученици Е и К групе су реализовали садржаје наставне теме Основи цитологије различитим моделима наставе, при чему су ученици Е групе користили блог у настави, а ученици К групе су исте садржаје реализовали традиционалном наставом. Након обраде наставне теме Основи цитологије, ученици обе групе су тестирани финалним тестом знања, а месец дана (32 дана) након финалног теста ученици су радили ретест. Након завршених тестирања, ученици Е груп е су попунили скалу процене о вредностима различитих карактеристика блога. Резултати добијени на тествима знања и скали процене су обрађени одговарајућим статистичким методама и представљени на одговарајућиначин.Ученици Е групе су постигли статистички значајно боље резултате у односу на ученике К групе на финалном тесту знања и ретесту у целини и на свим нивоима знања појединачно. Такође, резултати су показали да уз примену блога у настави највише напредују напредни ученици, нешто мање просечни ученици, а најмање слаби ученици. Истраживање је, такође, показало да блог једнако доприноси постигнућу из биологије код ученика и ученица.Резултати скале процене су показали да су ученицима најважније оне карактеристике блога које им директно олакшавају учење градива, а нешто мање су им важне карактеристике које им омогућују да док уче размењују искуства са другим ученицима.<br>U doktorskoj disertaciji je najpre sagledan i analiziran teorijski okvir upotrebe računara, IKT i bloga u nastavi. Za potrebe pedagoškog eksperimenta sa paralelnim grupama, kreiran je blog Biosoikoslogos(www.biosoikoslogos.wordpress.com) na kom su integrisani sadržaji iz nastavne teme Osnovi citologije prema Nastavnom programu biologije za I razred gimnazije svih smerova. Uzorak istraživanja je obuhvatao 171 učenika podeljenih u dve grupe pri čemu je u E grupi bilo 85, a u K grupi 86 učenika.Za potrebe pedagoškog eksperimenta su kreirani testovi znanja (inicijalni test, finalni test i retest) i skala procene o vrednostima različitih karakteristika bloga. Testovi znanja su sadržali pitanja na tri nivoa: osnovni nivo (poznavanje činjenica), srednji nivo (razumevanje pojmova) i napredni nivo (analiza i rezonovanje). Na početku istraživanja E i K grupa su ujednačene inicijalnim testom znanja, kao i prema opštemuspehu i uspehu iz biologije. Nakon inicijalnog testiranja učenici E i K grupe su realizovali sadržaje nastavne teme Osnovi citologije različitim modelima nastave, pri čemu su učenici E grupe koristili blog u nastavi, a učenici K grupe su iste sadržaje realizovali tradicionalnom nastavom. Nakon obrade nastavne teme Osnovi citologije, učenici obe grupe su testirani finalnim testom znanja, a mesec dana (32 dana) nakon finalnog testa učenici su radili retest. Nakon završenih testiranja, učenici E grup e su popunili skalu procene o vrednostima različitih karakteristika bloga. Rezultati dobijeni na testvima znanja i skali procene su obrađeni odgovarajućim statističkim metodama i predstavljeni na odgovarajućinačin.Učenici E grupe su postigli statistički značajno bolje rezultate u odnosu na učenike K grupe na finalnom testu znanja i retestu u celini i na svim nivoima znanja pojedinačno. Takođe, rezultati su pokazali da uz primenu bloga u nastavi najviše napreduju napredni učenici, nešto manje prosečni učenici, a najmanje slabi učenici. Istraživanje je, takođe, pokazalo da blog jednako doprinosi postignuću iz biologije kod učenika i učenica.Rezultati skale procene su pokazali da su učenicima najvažnije one karakteristike bloga koje im direktno olakšavaju učenje gradiva, a nešto manje su im važne karakteristike koje im omogućuju da dok uče razmenjuju iskustva sa drugim učenicima.<br>First, in dissertation, the theoretical framework of computers’ use, ICT and blogs in teaching were examined and analyzed. For the needs of a pedagogical experiment with parallel groups, a blog Biosoikoslogos (www.biosoikoslogos.wordpress.com) was created on which the contents of the teaching topic were based on the Basics of Cytology according to Biology curriculum for the first grade of the grammar school. The survey sample included 171 students divided into two groups with 85 students in the E group and 86 in the K group. For the needs of the pedagogical experiment, knowledge tests (initial test, final test and retest) and estimating scale that values different characteristics of the blog were created. Knowledge tests contained questions at three levels: basic level (knowledge of facts), intermediate level (comprehension of terms) and advanced level (analysis and reasoning). At the beginning of the research, the E and K groups were aligned with the initial test of knowledge, also, according to the general success and success of biology. After the initial testing, the students of E and K group realized the contents of the teaching topic Basics of cytology using different models of teaching, while the students of the E group used a blog, students of K group realized the same contents with the traditional teaching. After completing the teaching topic, Basics of Cytology, the students of both groups were tested with the final test of knowledge, and one month (32 days) after the final test, students had a retest. After completing the tests, students from the E group filled the estimating scale that values different characteristics of the blog. The results obtained by the knowledge tests and the estimating scale were processed by appropriate statistical methods and presented in an appropriate manner. Students from the E group achieved statistically significantly bet ter results in relation to K group students in the final test of knowledge and retest, in general and at all levels of knowledge individually.Also, results showed that using blog during teaching helps advanced students the most, average students showed less progress and weak students showed very little progress. The research also showed that blog equally contributes to the achievement in biology among male and female students..The estimating scale results showed that for students the most important chara cteristics of the blog are those that directly facilitate the learning of the material, and less important are those that enable them to exchange experiences with other students while they are learning.
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Dantas, Daniel. "A argumenta??o como elemento discursivo na m?dia digital: um estudo sobre o blog fatos e dados." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16362.
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Previous issue date: 2012-04-27<br>This thesis studies the use of argumentation as a discursive element in digital media,
particularly blogs. We analyzed the Blog "Fatos e Dados" [Facts and Data], created by
Petrobras in the context of allegations of corruption that culminated in the installation of a
Parliamentary Commission of Inquiry to investigate the company within the Congress. We
intend to understand the influence that the discursive elements triggered by argumentation
exercise in blogs and about themes scheduling. To this end, we work with notions of
argumentation in dialogue with questions of language and discourse from the work of
Charaudeau (2006), Citelli (2007), Perelman & Olbrechts-Tyteca (2005), Foucault (2007,
2008a), Bakhtin (2006) and Breton (2003). We also observe our subject from the perspective
of social representations, where we seek to clarify concepts such as public image and the use
of representations as argumentative elements, considering the work of Moscovici (2007). We
also consider reflections about hypertext and the context of cyberculture, with authors such as
Levy (1993, 1999, 2003), Castells (2003) and Chartier (1999 and 2002), and issues of
discourse analysis, especially in Orlandi (1988, 1989, 1996 and 2001), as well as Foucault
(2008b). We analyzed 118 posts published in the first 30 days of existence of the blog "Fatos
e Dados" (between 2 June and 1 July 2009), and analyzed in detail the top ten. A corporate
blog aims to defend the points of view and public image of the organization, and, therefore,
uses elements of social representations to build their arguments. It goes beyond the blog, as
the main news criteria, including the posts we reviewed, the credibility of Petrobras as the
source of information. In the posts analyzed, the news values of innovation and relevance also
arise. The controversy between the Blog and the press resulted from an inadequacy and lack
of preparation of media to deal with a corporate blog that was able to explore the
characteristics of liberation of the emission pole in cyberculture. The Blog is a discursive
manifestation in a concrete historical situation, whose understanding and attribution of
meaning takes place from the social relations between subjects that, most of the time, place
themselves in discursive and ideological dispute between each other - this dispute also affects
the movements of reading and reading production. We conclude that intersubjective
relationships that occur in blogs change, in the form of argumentative techniques used, the
notions of news criteria, interfering with scheduling of news and organization of information
in digital media outlets. It is also clear the influence that the discursive elements triggered by
argumentation exercise in digital media, trying to resize and reframe frames of reality
conveyed by it in relation to the subject-readers. Blogs have become part of the scenario
information with the emergence of the Internet and are able to interfere in a more effective
way to organize the scheduling of media from the conscious utilization of argumentative
elements in their posts<br>Esta tese estuda a utiliza??o da argumenta??o como elemento discursivo em m?dias digitais,
em particular os blogs. Analisamos o Blog "Fatos e Dados", criado pela Petrobras no contexto
de den?ncias de corrup??o que culminaram na instala??o de uma CPI para investigar a
empresa no ?mbito do Congresso Nacional. Pretendemos compreender a influ?ncia que os
elementos discursivos acionados pela argumenta??o exercem em blogs e sobre o agendamento
de temas. Para tanto, trabalhamos com no??es de argumenta??o em di?logo com quest?es de
linguagem e discurso a partir da obra de Charaudeau (2006), Citelli (2007), Perelman &
Olbrechts-Tyteca (2005). Foucault (2007, 2008a), Bakhtin (2006) e Breton (2003).
Observamos, tamb?m, nosso objeto a partir das perspectivas das representa??es sociais, de
onde procuramos esclarecer conceitos como imagem p?blica e o uso das representa??es como
elementos argumentativos, tomando em considera??o a obra de Moscovici (2007).
Consideramos, tamb?m, as reflex?es acerca de hipertexto e do contexto da cibercultura, com
autores como L?vy (1993, 1999, 2003), Castells (2003) e Chartier (1999 e 2002), e de
quest?es de an?lise do discurso, principalmente em Orlandi (1988, 1989, 1996 e 2001), como
tamb?m em Foucault (2008b). Aproximamo-nos de nosso objeto realizando um recorte de 118
posts publicados nos primeiros 30 dias de exist?ncia do Blog "Fatos e Dados" (entre 2 de
junho e 1 de julho de 2009), sendo analisados detalhadamente os dez primeiros. Um blog
corporativo tem como objetivo expl?cito defender pontos de vista e imagem p?blica da
organiza??o, e, por isso mesmo, utiliza elementos das representa??es sociais para construir
seus argumentos. Perpassa a todo o Blog, como principal crit?rio de noticiabilidade, inclusive
nos posts que analisamos, a credibilidade da Petrobras como fonte das informa??es. Surgem,
tamb?m, nos posts analisados os valores-not?cia da inova??o e relev?ncia. A pol?mica que o
Blog travou com a imprensa resultou de uma inadequa??o e falta de prepara??o da m?dia para
lidar com um blog corporativo que soube explorar as caracter?sticas de libera??o do polo da
emiss?o na cibercultura. O Blog ? uma manifesta??o discursiva falada em uma situa??o
hist?rica concreta, cuja compreens?o e atribui??o de sentido se realiza a partir das rela??es
sociais estabelecidas entre sujeitos que, boa parte das vezes, se colocam em forma??es
discursivas e posi??es ideol?gicas disputa entre si essa disputa interfere tamb?m nos
movimentos de leitura e na produ??o de leitura. Conclu?mos que as rela??es intersubjetivas
que ocorrem nos blogs alteram, na forma das t?cnicas argumentativas utilizadas, as no??es de
noticiabilidade, interferindo no agendamento de not?cias e na organiza??o das informa??es em
ve?culos da m?dia digital. Restou claro, tamb?m, a influ?ncia que os elementos discursivos
acionados pela argumenta??o exercem, na m?dia digital, procurando redimensionar e
ressignificar quadros da realidade por ela veiculados em rela??o aos sujeitos-leitores. Os blogs
passaram a fazer parte do cen?rio informativo com a emerg?ncia da Internet e conseguem
interferir de um modo mais efetivo na organiza??o do agendamento da m?dia a partir da
utiliza??o consciente de elementos argumentativos nos seus posts
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Ruuska, Sofia. "Englishes Online: : A comparison of the varieties of English used in blogs." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-27491.
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This study is based on data gathered from two corpora. It investigates and analyses the written English of second language users, in this case English used by Swedes, with the English used online in blogs found in the Birmingham Blog Corpus, which includes blogs written in English by authors of various nationalities. The aim is to compare Swedes’ use of English in blogs and the English used in general in blogs. The study focuses on typical features associated with either American English (AmE) or British English (BrE) and investigates which variety is the most prominent online. The results indicate that features that are generally associated with AmE have a higher frequency in both analysed corpora in this thesis. The conclusion is therefore that AmE tends to dominate both Swedish and international authors’ use of English in blogs.
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Engdahl, Johan. "Tremänning eller syssling : Automatisk sökning i bloggar efter ordisoglosser i Sverige." Thesis, Stockholms universitet, Avdelningen för datorlingvistik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81531.
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Ibland används i två dialekter olika ord för samma sak. Syftet med denna studie är att visa vad somkan automatiseras i sökandet efter ord-isoglosser. Detta undersöks genom att skriva och utvärdera ettprogram som genom att analasyera bloggtext söker efter ordisoglosser i Sverige. En isogloss är engeografisk gräns mellan två olika språkliga egenskaper, till exempel prosodi eller betoning, eller som idetta fall ord. Programmet mappar skribentens kommun till orden från bloggtexterna i en databas. Lagttill detta låter programmet användaren söka efter antingen hur vanligt ett ord är i Sveriges kommunerjämfört med riksgenomsnittet; eller vilket av två olika ord som är vanligast inom varje kommun, enligtett två-sidigt proportionstest. Resultatet av de gjorda sökningarna skrevs till en fil och plottades sedanmanuellt. Utvärderingen visar att programmet kan hitta några ordisoglosser mellan kommuner, och attkartorna i viss utsträckning stämmer överrens med de resultat som Parkvall (Parkvall, 2011; Parkvall,2012) påvisar. Detta indikerar att programmet är en bra början för liknande studier. Förbättringar avprogrammet är att användaren tillåts använda reguljära uttryck för att få bort ambuigitet.
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Karlsson, Jessica. "Den offentliga dagboken : Vilka uttrycksmedel använder sig gymnasieungdomar av på dagboksbloggar?" Thesis, Jönköping University, School of Education and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-8734.
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<p> </p><p>Internet har sedan starten öppnat nya portar för kommunikation. En av de allra populäraste just nu är att blogga. Att uttrycka sig språkligt har kommit att bli så mycket mer än bara att använda sig av ord. På bloggen ges möjlighet att tillföra bild, film, färg och att använda olika typografiska medel, såsom att kursivera eller göra text fetstilt. Element som alla bidrar till hur text tolkas.</p><p>Utifrån fjorton dagboksbloggar och totalt 289 blogginlägg har min uppsats syftat till att undersöka hur framställning på dessa bloggar, tillhörande gymnasieelever, skett.</p><p>Mina frågeställningar jag utgått ifrån lyder:</p><ul type="disc"><li>Hur använder sig gymnasieungdomar av olika uttrycksmedel för att estetiskt och kreativt skapa ett blogginlägg på så kallade dagboksbloggar?</li></ul><p>- Hur används rubriksättning, bild, film, färg och olika stilformat på texten för att skapa kommunikation och olika uttryck på blogginläggen?</p><ul type="disc"><li>Hur förhåller sig gymnasieungdomars dagboksblogg till den traditionella dagboken vad det gäller utformning och kommunikationsmöjligheter?</li></ul><p>Genom en strukturalistisk analys, med utgångspunkt hos Jurij Lotman, har jag gripit mig an blogginläggen på olika plan där jag både undersökt detaljer i texten och övergripande utformning. Jag har funnit att dagboksbloggen och dagboken skiljer sig på flera plan. Främst i fråga om kommunikationen som sker öppet på dagboksbloggen. Språkligt utmärker sig bloggen främst genom att ord och meningar betonas genom fetstilt och kursiv text, både för att göra texten mer lättövergriplig men också för att betona uttryck. Smileys och andra känslouttryck visar i sin tur hur ungdomarna undviker missförstånd på ett sätt som inte kräver bearbetning av texten. Jag vill säga att uppsatsen visar på hur en vidgad syn på språklighet och kommunikation idag är nödvändig, i och med de nya medel som tillkommit i dagens IT-samhälle.</p><p> </p><br><p> </p><p>Internet has since the beginning widened the form of communication. In recent times one of the most popular form is via blogs.</p><p>To express yourself has become more than words. The blogs give you the ability to add pictures, videos, colors and more. You are also able to use typological medium like italic and bold types. All these elements contribute to how the text is read and interpreted.</p><p>From 14 different diary blogs written by high school students and 289 posts in total my thesis intend to study which method of fabrications these blogs use.</p><p>The question formulations I have based my thesis on are:</p><p>· How do high school students use different ways of expressions to esthetical and creatively create posts at the so called diary blogs?</p><p>- How does headlining, pictures, film, colour and different typological medium being used to create communication and different expression on the posts?</p><p>· How does the diary blog relate to the traditional diary regarding the formation and forms of communication?</p><p>Through a structuralistic analysis method based on Jurij Lotman’s analysis I’ve approached the posts on different levels, where I examine details in the text but also the structure. I’ve found that the diary blog and the diary separate from each other on several plans, foremost the way of communication which is overt in a diary blog. Linguistically the diary blog distinguish itself from diaries by the way to be able to emphasize words or a sentence with italic and bold types. Smileys and different kinds of emotional forms of expressions are used by the blogger to avoid misconceptions.</p><p>The thesis has proven that a widening way of looking at linguistic and communications are necessary due to the new medium that comes with the IT.</p><p> </p>
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Salotti, Luciana Siqueira Rosseto. "A negociação no processo de escrita colaborativa para a produção de um blog em um curso semipresencial de Espanhol LE." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/13740.
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Previous issue date: 2015-07-08<br>In this research, we aim at describing and understanding negotiation in collaborative writing process in order to produce a blog for a Spanish as a foreign language hybrid course. Theoretically, this study is based on Morin (2004, 2005 e 2010) and Moraes (2008) complexity, and on Santa-Cecilia (1996) and Donnino, Platero and Weigel (2013) mainly in teaching Spanish in Brazil, on among others, Zamel (1992) and Lerner (2002), who describe writing and collaborative writing and others. It is also based on Moraes (2008) and Valentini and Fagundes (2005) concept of negotiation. 9th grade students from a private school inland São Paulo state took part of this study. Besides their regular Spanish classes, they took a hybrid (on line and face-to-face) course which is the object of this study. The texts analyzed here were produced during this extra course. Students had to choose films as subject for the blog to be created by them, so discussions on those texts took place on Moodle and WhatsApp and reflections were written on Moddle s diary. Concerning methodology, we used Ricoeur (1986/2002), van Manen (1990) and Freire (2010/2012a) hermeneutic phenomenology approach. Our investigation showed that the focused phenomenon is built from the topics in the Forum: call, organization and teasing; in WhatsApp: agreement, trick, organization, teasing and complaining; and in the Diary: finding, expectation, anger and prudence. Each tool had its own progress and ramifications<br>Nesta pesquisa, objetivo descrever e interpretar, o fenômeno negociação no processo de escrita colaborativa para a produção de um blog em um curso semipresencial de Espanhol LE. Teoricamente, este estudo se fundamenta na complexidade pano de fundo para esta tese, a partir de Morin (2004, 2005 e 2010) e Moraes (2008), principalmente; no ensino de Espanhol no Brasil, com base em Santa-Cecilia (1996) e Donnino, Platero e Weigel (2013), entre outros; nos conceitos de escrita e escrita colaborativa, apoiada em Zamel (1992) e Lerner (2002), entre outros e na noção de negociação, a partir de Moraes (2008) e Valentini e Fagundes (2005). Participam do estudo alunos do nono ano do Ensino Fundamental II de uma escola particular do interior do estado de São Paulo que, além das aulas de Espanhol LE da matriz curricular, fizeram o curso semipresencial, objeto do presente estudo. Os textos que interpreto foram gerados no curso semipresencial que, para a escolha de filmes como assunto do blog a ser criado e elaborado pelos participantes, centralizou discussões no Fórum da plataforma Moodle e no WhatsApp, além de reflexões feitas no Diário, na referida plataforma. Metodologicamente, este estudo se orienta pela abordagem hermenêutico-fenomenológica, com base em Ricoeur (1986/2002), van Manen (1990) e Freire (2010/2012a). A investigação realizada revela que o fenômeno em foco se constitui, no Fórum a partir dos temas: chamado, organização e provocação; no WhatsApp a partir dos temas: acordo, artimanha, organização, provocação e reclamação e no Diário a partir dos temas constatação, expectativa, irritação e prudência, cada um dos instrumentos com seus desdobramentos
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LUCAS, Marcello. "O blog nas aulas de Matemática: um instrumento capaz de contribuir para que o aluno elabore e reelabore suas compreensões sobre seu conhecimento matemático?" Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/584.
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Previous issue date: 2009-10-07<br>Will Blog in Math classes be an instrument that can contribute to students elaboration and reelaboration of their understanding of Math knowledge? Starting from this question, this paper investigates the use of blog as a methodology resource to Math teaching in High School. It tries to understand and points to the viability or not of the use of Blog to contribute to the learning of Math and to the development of other necessary abilities to the learning of the
subject as well as to life in society. The ability to read and write, for example. The research uses the phenomenological investigation. The data consisted of descriptions of the
discussions held during the process of content production to be published on Blog. Convergencies were sought, in those descriptions, to make it possible to put in evidence the
phenomenon searched without worrying to find generalizations, but the explicitation of the understanding of Math knowledge demonstrated by the subjects of the research through the
produced material to be published on Blog in a certain time and context. Math classes whose validity will only be efficient through the active, persistent and persistent teacher performance as a member of the Blog. The teacher s characteristics of attentiveness and intentionality will
help to motivate, resume, maintain and point aspects not yet approached and this investigate the dialog about the Math knowledge. It is possible, through the use of blog to create Math learning situations besides the creation of a classroom environment in which the students can elaborate and re-elaborate their understanding of their math knowledge<br>O blog nas aulas de matemática é um instrumento capaz de contribuir para que a aluno elabore e reelabore suas compreensões sobre seu conhecimento matemático? A partir dessa questão o presente trabalho investiga a utilização do blog como recurso metodológico para o ensino da matemática, no ensino médio, buscando compreender e apontar a viabilidade ou não do seu uso como um dos meios para contribuir na aprendizagem da matemática e no desenvolvimento de outras habilidades necessárias tanto para a aprendizagem da disciplina, quanto na vida em sociedade como, por exemplo, a leitura e a escrita em língua materna. A
pesquisa segue a postura fenomenológica de investigação. Os dados são produzidos por meio das descrições das discussões realizadas durante o processo de produção de conteúdo para
publicação no blog. E, a partir das descrições, buscaram-se convergências que possibilitassem evidenciar o fenômeno investigado sem a preocupação de encontrar generalizações, mas a explicitação das compreensões sobre o conhecimento matemático apresentadas pelos sujeitos da pesquisa por intermédio do material produzido para a publicação no blog, em um tempo e contexto determinados. Os resultados encontrados apontam para a viabilidade da utilização do
blog nas aulas de matemática, cuja validade só se efetivará a partir da atuação ativa, insistente e perseverante do professor, como um dos interagentes do blog. O professor por sua vez possui uma atentividade e uma intencionalidade diferentes dos demais, e tais características são fundamentais para motivar, retomar, manter, apontar aspectos não abordados e assim instigar o diálogo sobre o conhecimento matemático. Desse modo, com o uso do blog é possível criar situações de aprendizagem da matemática em um ambiente virtual, além do ambiente da sala, onde os alunos poderão elaborar e re-elaborar suas compreensões sobre o conhecimento matemático.
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Gustafsson, Elias. "Variation of English passives used by Swedes : A corpus-based study of the usage of be-passives and get-passives." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-31807.
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This thesis investigates the grammatical constructions of be-and get-passives and their usage by Swedes writing in English. The investigation is based on findings from four different corpora, two of which were compiled for the purpose of this study. The first one, SWENC (the Swedish English Newspaper Corpus), contains texts from online newspapers and a corporate newsletter written by Swedes in English. The second, BESC (Blogs in English by Swedes Corpus), contains material collected from blogs written in English by Swedes. The results from these corpora are compared with results from the press sub-corpora of the native English Frown (American English) and F-LOB corpora (British English). The results show that Swedes writing in English use passive constructions to a similar extent as native English speakers do within the news genre. Furthermore, Swedes writing in English use significantly more be-passive constructions within the news genre than the more informal blog genre. Lastly, the study shows that Swedes writing in English use get-passives, and that they are considerably more common in the informal language used in blogs than the more formal language used in online newspapers.
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Andrade, Guaraci de Santana Marques. "Um estudo da relação do professor de língua portuguesa e do aluno com os recursos tecnológicos, a internet e o blog no Colégio Atheneu e no CODAP/UFS." Pós-Graduação em Letras, 2013. https://ri.ufs.br/handle/riufs/5754.
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This dissertation aims at investigating the relationship of the Portuguese language teacher and the student with the technological resources, the internet and blog. In this research, we seek to achieve the following objectives: a) to analyze education in the context of digital technologies, b) study the writing system called "internetês" c) reflect on texts and hypertexts d) analyzing how digital genres influence on the teaching and learning of language, e) study the blog in its many facets. Toward these objectives, the research followed the theoretical orientation of digital genres (Marcuschi and XAVIER, 2005), the dialogic perspective (Bakhtin, 1997), conceptions of cyberculture (Lévy, 1999), the new practices of reading and writing (SOARES, 2012), writing as agency (Bazerman, 2006) finally, among other theoretical frameworks that helped to substantiate the literature. The field research was carried out in two schools of the public school, the CODAP (School of Application) and State College Atheneu Sergipense. Participants were 40 students of 2nd year of high school and 7 teachers Portuguese. The methodological approach is quantitative, since after the formulation of graphs and statistical calculations, we proceeded to the interpretive analysis of the data obtained. The methodology was based on the application of a model questionnaire for students and another model for teachers with predominantly closed questions in order to get objective, accurate results. The field research has provided us closer to the reality of technological resources in both schools of the city of Aracaju and favored a better understanding of new forms of language used in virtual space, in particular, writing blog.<br>A presente dissertação de mestrado tem como objetivo geral estudar a relação do professor de língua portuguesa e do aluno com os recursos tecnológicos, a internet e o blog. Nesta pesquisa, busca-se atingir os seguintes objetivos específicos: a) analisar a educação no contexto das tecnologias digitais; b) estudar o sistema de escrita denominado internetês ; c) refletir sobre textos e hipertextos; d) analisar como os gêneros digitais influenciam no processo de ensino-aprendizagem da língua materna; e) estudar o blog em suas diversas facetas. Com vistas a esses objetivos, a pesquisa seguiu a orientação teórica dos gêneros digitais (MARCUSCHI e XAVIER, 2005), a perspectiva dialógica (BAKHTIN, 1997), concepções acerca da cibercultura (LÉVY, 1999), as novas práticas de leitura e escrita (SOARES, 2012), a escrita como agência (BAZERMAN, 2006) enfim, entre outros referenciais teóricos que auxiliaram a fundamentar a pesquisa bibliográfica. A pesquisa de campo realizou-se em dois colégios da rede pública de ensino, o CODAP (Colégio de Aplicação) e o Colégio Estadual Atheneu Sergipense. Participaram da pesquisa 40 alunos do 2º ano do ensino médio e 7 professores de língua portuguesa. A abordagem metodológica é a quantitativa, visto que após a formulação de gráficos e cálculos estatísticos, procedeu-se à análise interpretativa dos dados obtidos. A metodologia baseou-se na aplicação de um modelo de questionário para os discentes e outro modelo para os docentes com perguntas predominantemente fechadas a fim de obter resultados objetivos e precisos. A pesquisa de campo nos proporcionou aproximar-se da realidade dos recursos tecnológicos em ambas as escolas da cidade de Aracaju e favoreceu uma melhor compreensão acerca das novas formas de linguagem utilizadas no espaço virtual, de modo especial, a escrita do blog.
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Stewart, Kristy Gilbert. "Blogs, Books, & Breadcrumbs: A Case Study of Transmedial Fairy Tales." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4319.
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Understanding transmedial storytelling is particularly important to fairy-tale studies. Monomedial views have long been unable to account for all of fairy tale tradition. Although the form originated in oral culture, it has long been a liminal, hybrid form that retains aspects of orality even while its principal mode of transference for some time has been something other than face-to-face communication. Transformations and adaptations across different media and contexts has resulted in a system of fairy-tale tradition that is massively intertextual and transmedial. No one medium can claim primary control over the fairy-tale tradition. Throughout time, oral tellings have inspired literary adaptations; literary renditions have influenced oral and theater performances; oral, print, and theater performances have spawned any number of retellings and adaptations within audiovisual media. This case study, investigates one example of adaptation to social media and integration across media: Tim Manley's satirical blog Fairy Tales for Twenty-somethings and his book Alice in Tumblr-land. In Manley's fairy tale creations, we see an instance of what Henry Jenkins calls convergence culture. This convergence should be of particular interest to folklorists because corporate and mass-media systems continue to influence and integrate with existing forms of interaction. Manley's overall narrative approach integrates two media, which permits him to use fairy tales to express a broader range of narrative impulses than would a project tied to only one medium. Media integration is an important concept to recognize and investigate because so many individuals see different media as inherently combative rather than mutually beneficial systems. Just as intertextuality has become a foundational concept in many humanistic studies, intermediality needs to enter the folklorist's discussions as well. With only some media under consideration, we only get some of the message.
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Cutler, Sarah L. ""An irresistible invitation" : enhancing academic publication in rhetoric and composition by inviting online peer commentary /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2945.pdf.
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Nordén, Anton Harry. "Adjektiv i hög grad : En korpusstudie av förstärkares distribution i svenska." Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117946.
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Studien är en korpusbaserad undersökning av hur bloggare vanligen förstärker adjektiv på svenska, och om förstärkningen varierar utifrån vilka adjektiv och/eller substantiv som modifieras. Tidigare litteratur belyser exempelvis hur adjektivförstärkning kan styras av semantiska och kontextuella faktorer samt hur förstärkare ofta grammatikaliseras. Undersökningen ämnar deskriptivt komplettera tidigare observationer, genom analys av större datamängder än motsvarande studier av svenska. Datan hämtades ur korpusen Swedish Blog Sentences (>6 miljarder tokens). Alla sammansatta adjektiv, adverb följda av adjektiv samt liknelser (”ADJ som en/ett N”) extraherades automatiskt. Därefter listades manuellt de 20 vanligaste förstärkande förleden, adverben och liknelserna, totalt och för 26 utvalda adjektiv. ”Förstärkning” definierades som ett uttryck för ’hög grad’ av egenskapen som adjektivet betecknar. Resultaten visade att förleden och adverben är nära Zipf-fördelade totalt sett, och ofta för enskilda adjektiv. Vidare fastslogs att adjektiv förstärks olika mycket och med olika förstärkare. Resultaten bedöms stödja teorin kring affixoider och grammatikalisering samt graderbarhet hos adjektiv. Det föreslås att framtida större studier skulle belysa skillnaden mellan lexikalt specifika och generella förstärkningar. Slutligen argumenteras för att liknelserna fyller samma förstärkande funktion som förleden och adverben.<br>The study is a corpus-based investigation of how bloggers usually reinforce adjectives in Swedish, and if the intensification varies according to the adjectives and nouns that are being modified. Earlier literature shows for example how intensification of adjectives may depend on semantic and contextual factors and how intensifiers often undergo grammaticalization. The study aims to descriptively contribute to earlier observations, by analysis of more data than used in comparable studies of Swedish. The data comes from the corpus Swedish Blog Sentences (>6 billion tokens). All adjectival compounds, adverbs preceding adjectives, and similes (”ADJ som en/ett N”) were automatically extracted. Then the 20 most frequent reinforcing left parts of compounds, adverbs and similes, totally as well as for 26 chosen adjectives, were manually listed. ”Reinforcement” was defined as an expression of ’high degree’ of the feature that the adjective expresses. The results showed that the left parts along with the adverbs follow a Zipfian distribution, in total and often for individual adjectives. Moreover, it was shown that adjectives are more or less reinforced, and by different reinforcers. The results are seen as supporting theories about affixoids and grammaticalization, and also gradability in adjectives. It is suggested that future bigger studies would illuminate the difference between lexically specific and general reinforcers. Finally, it is argued that similes serve the same reinforcing function as the left parts and adverbs.
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Lindmark, Carolina. "Hungrig som en gnu och snäll som en karamell : En korpusstudie över nutida liknelser i svenska bloggtexter." Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118017.
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Studien kartlägger vanliga adjektivliknelser i svenska bloggtexter ur två aspekter, vilka adjektiv och substantiv som förekommer tillsammans i konstruktionen ADJEKTIV som en/ett SUBSTANTIV samt deras grad av konventionalisering. Tidigare forskning visar att liknelser är svårdefinierade, vilket tas upp i bakgrunden. Materialet är hämtat från fem korpusar med svensk bloggtext. Resultaten visar att de vanligaste adjektivliknelserna föredrar att knyta an till ett eller några substantiv. Däremot finns det visst utrymme för produktivitet. Studien är en preliminär kartläggning över hur pass konventionaliserade liknelserna är. Möjliga källor för uppkomst av liknelserna diskuteras i diskussionen. Resultaten belyser även att det finns en ytterligare dimension i definitionen av liknelser utöver kontinuumet mellan bokstavlighet och figurativitet, nämligen en distinktion mellan exaktare måttangivelse och figurativitet.
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Westergren, My. "Swedish Blogs and English Borrowings : An Investigation." Thesis, Stockholm University, Department of English, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-28356.
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<p>This paper investigates the role of Swedish blogs as a channel for introduction and establishment of English loans. The direct loans, covering both single-word loans and phrasal loans, were collected from nine blogs at three points in time: 2000, 2004 and 2008. The dimensions of frequency, distribution, formal integration and establishment in Swedish normative dictionaries were used to analyze the samples as unintegrated, interim or established loans in accordance with Chrystal (1988). A newspaper corpus was used to compare the borrowings’ time of appearance to see whether the blogs have a more active role in introducing borrowings than newspapers have. Of the single-word loans accounted for, 24 were unintegrated, 19 interim and 5 established. The phrasal loans showed 27 unintegrated, 30 interim and 1 established borrowing. When compared to the newspaper corpus, 10 single-word loans and 32 phrasal loans occurred only in blogs or in blogs before they occurred in the corpus, while 38 single-word loans and 26 phrases occurred in the corpus before or at the same time as in the blogs. Nine of the unintegrated or interim loans in the blogs were subsequently established in a Swedish dictionary. The results indicate that blogs do have a role in introducing and establishing borrowings in Swedish, but from this qualitative investigation it is not possible to determine the magnitude of their influence.</p>
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Idzik, Anna. "Blogi jako nowa forma literatury." Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2009/2773/.
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Wong, May-yee. "A corpus-based study of computer-mediated communication : distinctive discourse features of web blogs composed by Hong Kong ESL teenagers and realated pedagogical implications for Hong Kong ESL teachers /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37426400.
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Ksenija, Doroslovački. "Generalizovana dijagonalna dominacija za blok matrice i mogućnosti njene primene." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2014. https://www.cris.uns.ac.rs/record.jsf?recordId=85475&source=NDLTD&language=en.
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Ova doktorska disertacija izučava matrice zapisane u blok formi. Onasistematizuje postojeća i predstavlja nova tvrđenja o osobinama takvih matrica,koja se baziraju na ideji generalizovane dijagonalne dominacije. Poznatirezultati u tačkastom slučaju dobra su osnova za blok generalizacije, koje suizvedene na dva različita načina, prvi zbog svoje jednostavnije primenljivosti,a drugi zbog obuhvatanja šire klase matrica na koju se rezultati odnose.<br>This thesis is related to matrices written in their block form. It systematizes known andrepresents new knowledge about properties of such matrices, which is based on the ideaof generalized diagonal dominance. Known results in the point case serve as a good basisfor block generalization, which is done in two different ways, the first one because of itssimple usability, and the other for capturing wider class of matrices which are treated.
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Ackerman, Jay D. "Motivation for Writing Through Blogs." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151331882.
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Yannuar, Nurenzia. "Exploring Learners' Autonomous Abilities in Blogs Designed for Independent Learning." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275668497.
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Xu, Jie, and 许洁. "An exploratory research of using blogs in the Chinese as a second language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369214.
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本論文是針對博客應用於對外漢語教學進行的一次探索。以香港一間國際學校15位就讀于國際文憑課程中文語言B的12年級學生為研究對象，透過問卷調查、觀察以及面談的研究方法，瞭解博客輔助對外漢語教學的可行性以及在教學過程中對教師存在的挑戰，從而為未來對外漢語教師運用博客支援教學提供參考。
研究結果表明，利用博客輔助對外漢語教學，學生們對博客的參與情況普遍較好，博客可以作為其中文習作發佈的平臺，便於師生和同儕之間的互動交流、協作學習，學生們的中文寫作興趣和寫作動機也都因此有所提高，因而更加樂於學習中文。同時，在學生們進行博客寫作的過程中，教師博客對於學生們來說也具有一定的作用和意義，為學生們的網誌創作提供寫作素材。不過，在使用博客輔助對外漢語教學的過程中，教師同時也會面臨很多挑戰，教師要處理好博客可能會出現的技術問題以及合理設計在博客教學過程中所採用的中文課程，以加強學生的對外漢語學習動機。
由此，未來對外漢語教師在運用博客支援教學的時候，應謹慎選擇博客建立的網路平臺，對學生使用博客寫作進行適當的培訓和指導，同時亦可考慮將博客教學和正規對外漢語教學有機地結合起來。
This paper is an exploration of using a blog in classes of teaching Chinese as a second language. Fifteen Year 12 students who study in the Chinese Language B course of the International Baccalaureate curriculum from one Hong Kong International School are examined. Through questionnaires, observations and interviews, the study reveals the feasibility of using the blog in classes of teaching Chinese as a second language as well as the challenges that the teacher may face accordingly. Furthermore, the paper has also provided some teaching support for future teachers who want to apply blogs in teaching Chinese as a second language.
The results show that students generally have a good participation in the blog. The blog, therefore, can serve as a platform to enable students to publish their Chinese work, and to interact and collaborate with teachers and peers. Students’ interests and motivations in Chinese writing are both increased. Meanwhile, when the students carry out the process of blog writing, the teacher’s blog has also played a role as providing writing materials to inspire students. Nevertheless, when using the blog to assist the Chinese as a second language teaching, teachers accordingly will face many challenges. As teachers, we should handle the blog’s technical problems properly and design appropriate Chinese language courses which can be perfectly combined with the normal Chinese teaching.
Referring to the above results, the future teachers, who want to use the blog in classes of teaching Chinese as a second language, should carefully select the network platform to establish the blog. Also, some training and guidance related to blog writing should be given to students beforehand. Finally, teachers need to consider the way of combining blogs and the regular Chinese teaching together.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Capua, Brighton Joan. "Mommy Blogs and Rhetoric: Reading Experiences That Shape Maternal Identities." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3596.
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The transition to motherhood is difficult and jarring for many women. Not only does this transition demand life-altering changes to a woman's life, but especially in more recent times, this transition offers nothing but uncertainty. As the role and understanding of women continues to change, what motherhood means becomes increasingly difficult to define; additionally, the traditional narratives of stay-at-home mothers who are always happy to do housework and nurture their children no longer apply for many 21st-century women, leaving new mothers feeling uncertain about who they are and who they want to become. Since the turn of the century, mothers have turned to the blogosphere to document and share the events of their everyday lives, making the blogosphere a space for mothers to share the highs and lows of modern family life with their family, friends, and other mothers. The scholarship published on mommy blogs suggests that for the writers of these blogs, the act of blogging provides writers with the opportunity to literally revise the events that occur in their lives on their blogs, which allows them to actively shape and create their maternal identities. In turn, their blogs are read, complicated, and validated by a community of other readers, which implicitly suggests that readers are being affected in some way by their reading experiences. Although the relationship between the blog and the blog writer has been given adequate attention in the scholarship on mommy blogs, the relationship between the blog and the blog reader has not been fully explored. Consequently, my research attempts to explain how a reader's perception of her maternal identity is influenced by her reading experiences. By applying Kenneth Burke's theory of literary form to the public texts of mommy blogs, I suggest that readers are affected in equally profound ways as the bloggers themselves. Looking at reader responses through Burke's theory of form demonstrates that the act of reading a mommy blog allows readers to experience life as someone else lives it, which often reveals a gap between the reader's real experiences and her vicarious experience reading. This space prompts a shift in attitude in readers; however, these shifts vary from reader to reader. Some readers may feel inspired, while others feel envious or inadequate by the same blog, which suggests that either way, a reader's perception of her maternal identity has changed. And although these shifts depend in part on the experience offered by the blog, their response reflects their own experiences of motherhood and expectations for how motherhood should be represented, making mommy blogs ultimately a place where readers actively shape their maternal identities as well.
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Wolfel, Amanda. "Analyzing Celebrity Gossip Blogs to Gain a Better Understanding of the Language Stereotype of Gay Men." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1271353796.
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Yip, Jesse Wai Chi. "Identity matters in politics: a corpus-assisted critical discourse analysis on the blogs of the Hong Kong chief executive." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/149.
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Starting by an illustration of the connection between language, identity and politics, this thesis examines what and how identities are constructed in the blogs of CY Leung, the Hong Kong Chief Executive and accounts for how the identities influence his popularity. With a corpus-assisted critical discourse analysis approach, this study investigates the identity roles and identity virtue projected in the biogs, gauging whether there is a clash between the projected identity roles and the social identity of the Chief Executive. Results found that there are three salient identity roles projected, namely, cultivator, problem solver and patriotic coordinator. The role of patriotic coordinator leads to negative impacts on CY Leung's popularity due to recent Hong Kong-mainland contradictions. Rationality is the most manifest identity virtue observed, pervading the blogs and the performance of the identity roles. It is argued that identity clash could be an explanation for the unpopularity of an individual and political blog is one of the possible genres for linguistic identity study 在語吉、身份和政治三者關條的基礎上，運用批判性話語分析的方法，並配合語料庫的輔助，本論文探討香港特別行政區行政長官梁振英如何在網上日誌建立及建立了什麼個人身份，解釋這些身份如何影響其聲望，並分析他所表現的「角色」是否與他的「社會身份」抵觸。研究結果顯示’梁在其網上日誌建構三大主要角色，包括培育者、問題解決者和愛國的協調者。由於近年的中港矛盾，協調者的角色對梁的聲望帶來負面影響。而且，在表現這些角色時，梁的行文理性務實。最後，本文提出「身份衝突」是一可作為解釋梁不得民心的原因，另外，政客的網上日誌是一可作為語言學上身份研究的文體。
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Lam, Yin-wan. "Senior secondary students use of web-logs in writing Chinese a case study = Xianggang gao zhong xue sheng zhong wen wang shang ri zhi xie zuo ge an yan jiu /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37198361.
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LEONE, VINCENZA. "Le nuove tecnologie come valore aggiunto del CLIL." Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1018.
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Questa tesi è il risultato di uno studio sul CLIL e le nuove tecnologie per la didattica nato da un insieme di fattori: il desiderio di investigare l’uso delle nuove tecnologie a scuola, considerando le possibili implicazioni, e il bisogno di migliorare la qualità dell’apprendimento linguistico attraverso la creazione di nuovi stimoli per gli studenti. Tale studio è costituito da una parte teorica e una pratica di ricerca sul campo in cui si sono presi in considerazione diversi gradi di scuola e anche corsi universitari. La ricerca ha dimostrato l’influenza positiva delle nuove tecnologie come valore aggiunto al CLIL e ha riconosciuto il ruolo chiave dell’insegnante in questo tipo di approccio bifocale.<br>This thesis is the result of a research study in CLIL and Technologies that arose from the combination of different factors: the desire of investigate the implementation of new technologies at school, considering the possible implication, and the need to improve the quality of language learning giving new stimuli to the students. It is based on a theoretical study and an action research which investigated different school levels and university courses. The research proved the positive stimulus of new technologies as value-added to CLIL and recognised the key role of the teacher in such a double-focus approach.
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Swarts, Johannes Jacobus. "Identiteitsvorming in die Afrikaanse blogosfeer." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4171.
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Thesis (MA)--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: The aim of this study is to investigate Afrikaner identity in the Afrikaans
blogosphere on the basis of the Afrikaner nasionalist identity that was forged
during the twentieth century. The environment within which blogs function
and its characteristics are discussed, after which the circumstances that led
to the development of Afrikaner identity as well as the current sociopolitical
position of Afrikaners are traced. Through quantitative analysis, the Afrikaans
blogosphere is compared to this identity to discover too what extent the
identity is still remnant in Afrikaans bloggers. It is concluded that Afrikaner
nationalism is virtually extinct in the Afrikaans blogosphere and that the
plurality of identities hosted by it are fragmented and paradoxical.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om identiteitsvorming in die Afrikaanse blogosfeer
te ondersoek aan die hand van die Afrikaner-nasionalistiese identiteitskonstruk
van die twintigste eeu. Aandag word geskenk aan die milieu waarbinne blogs
funksioneer en hul aard, waarna die omstandighede waaronder Afrikaneridentiteit
ontstaan sowel as die huidige sosio-politiese posisie van Afrikaners
nagespeur word. Aan die hand van kwantitatiewe ondersoekmetodes word
Afrikaanse blogs dan met die voorafgenoemde identiteit vergelyk in 'n poging
om agter te kom in watter mate dit nog by Afrikaanse bloggers teenwoordig is.
Die gevolgtrekking word gemaak dat Afrikaner-nasionalisme bykans afwesig
is in die Afrikaanse blogosfeer en dat die pluraliteit van identiteite daarop
gefragmenteerd en paradoksaal daar uitsien.
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Souza, Joyce da Silva. "Cibercultura e blogosfera: a significação dos blogs no jornalismo contemporâneo." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/4233.
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Previous issue date: 2010-10-18<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The main object of this research is the emergence of a new journalism practiced in the so-called blogosphere insofar as the socio-technical structure of production, information gathering, language, access, reception, distribution and reader participation is concerned. The work involved the analysis of blogs with common characteristics, i.e., allocation in Brazilian portals and media, written by journalists, and relevance in the blogosphere in terms of content and audience. The body of research comprises the following blogs: Noblat (O Globo); Josias de Souza (Folha de S. Paulo), Reinaldo Azevedo (Veja) and Luis Nassif Online (Brasilianas.org). The main objective here is to reflect on the changes in communication and in current journalism starting from the advent of the Internet and of blogs. The research problem consists in discovering if blogs actually contribute to this new journalism in their depiction of today s realities. The main authors underpinning the theoretical base of this work are David Harvey and Fredric Jameson, scholars of the transition from modernity to postmodernity; Paul Virilio, who addresses the phenomenon of speed and the war of time as characteristics of today s times; Manuel Castells, Nicholas Negroponte, Steven Johnson, Eugênio Trivinho and Pierre Lévy, who contribute conceptual elements for an understanding of the internet and of the relationship of individuals with this net; André Araújo, with respect to the culture of free software; Pollyana Ferrari, concerning the origin of the internet and of journalism in this context; Ricardo Nicola, also with regard to the origin of the internet and of several social networks; and Raquel Recuero, who examines the context of the individual and of virtual communities. The theoretical base is also strengthened by specialists in the theory of communication and journalism, who include Felipe Pena with his nuclear concepts of the profession (news, ethics, objectivity, etc.), and Nelson Traquina, one of the few authors dedicated to research into this professional practice and its identity, which is in continual transition. In this context, since 2000, structural changes are found in the forms of production and circulation of news, through which and from which the public is not only a receiver but has also become a generator of content. Based on the above, the hypotheses tested in this research lead to the following conclusions: 1) blogs are tools that contribute towards the aforementioned communicational changes in journalism; and 2) the professional, being his own editor and empowered by the freedom afforded by digital devices and networks, is in fact able to create his own language for the blogosphere. These conclusions indicate that a new journalism may be emerging through the internet and blogs, which today, in effect, is still a new arrangement of its old forms in the field of communication; but which, in the medium or long term, may give rise to important issues that will allow for a reassessment of the journalism practiced today<br>A presente pesquisa tem como objeto fundamental a emergência de um novo jornalismo praticado na chamada blogosfera , no que diz respeito à estrutura sociotécnica de produção, ao levantamento de informações, à linguagem, ao acesso, à recepção, à distribuição e à participação do leitor. Para tanto, são analisados blogs com características comuns: estarem alocados em portais e veículos de comunicação brasileiros, serem escritos por jornalistas e terem relevância na blogosfera, quanto ao conteúdo e à audiência. O corpus da pesquisa é assim formado: Blog do Noblat (O Globo); Blog do Josias de Souza (Folha de S. Paulo), Blog de Reinaldo Azevedo (Veja) e Luis Nassif Online (Brasilianas.org). O objetivo principal é refletir sobre as mudanças na comunicação e no jornalismo atual a partir do advento da internet e dos blogs. O problema de pesquisa consiste em saber se os blogs contribuem realmente para esse novo jornalismo em evidenciação na contemporaneidade. Os principais autores utilizados como base teórica são David Harvey e Fredric Jameson, estudiosos da transição da modernidade para a pós-modernidade; Paul Virilio, que aborda o fenômeno da velocidade e a guerra do tempo como características da atualidade; Manuel Castells, Nicholas Negroponte, Steven Johnson, Eugênio Trivinho e Pierre Lévy, que fornecem elementos conceituais para a compreensão da internet e da relação dos indivíduos com essa rede; André Araújo, em relação à cultura do software livre; Pollyana Ferrari, a respeito da origem da internet e do jornalismo nesse contexto; Ricardo Nicola, também em relação à origem da internet e de algumas redes sociais; Raquel Recuero, quanto ao contexto do indivíduo e as comunidades virtuais; especialistas em teoria da comunicação e do jornalismo, entre os quais Felipe Pena, com os conceitos nucleares da profissão (notícia, ética, objetividade etc.), e Nelson Traquina, um dos poucos a se dedicar à pesquisa sobre essa prática profissional e sua identidade, doravante em transição. Nesse âmbito, observa-se, a partir de 2000, mudanças estruturais nas formas de produção e circulação de notícias, pelas quais e a partir das quais o público, além de receptor, passou a ser gerador de conteúdos. Com base nisso, as hipóteses testadas na pesquisa geraram as seguintes conclusões: os blogs são ferramentas que contribuíram para as mencionadas mudanças comunicacionais no jornalismo; o profissional, sendo o seu próprio editor e com a liberdade permitida pelos dispositivos e redes digitais, tem condições, de fato, de criar uma linguagem própria para a blogosfera. Essas conclusões indicam que, com a internet e os blogs, pode estar em curso um novo jornalismo , que, com efeito, no presente, se coloca, ainda, como um novo arranjamento de suas velhas formas no campo comunicacional; mas a médio ou longo prazo, pode colocar questões importantes que permitirão rever o jornalismo praticado na contemporaneidade
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Aizawa, Erina Akemi. "A representação gráfica da oralidade em blogs idol japoneses." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-09122016-150217/.
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O objetivo do presente trabalho é fazer um estudo sobre as formas de representação da língua falada japonesa nos textos de blogs do gênero idol e as estratégias utilizadas por suas escreventes na sua redação. Para isso, foi utilizado como corpus de análise os dados linguísticos presentes nas postagens desses blogs. Destaque-se que, para a produção de textos em língua japonesa, os escreventes encontram disponíveis quatro sistemas de escrita (o hiragana, o katakana, o kanjie o rmaji), além dos elementos suprassegmentais(sinais de pontuação, diacríticos etc.)que, juntos, oferecem uma variedade de recursos estilísticos e expressivos, os quais são amplamente aproveitados dentro dos textos. Utilizando-se dos blogs idol como cerne, serão feitas discussões acerca da representação da forma oral em seus textos para, em seguida, por meio da análise dos excertos das postagens, descrever os procedimentos linguísticos que resultam em uma língua falada por escrito na língua japonesa.<br>This work proposes to make a study about the forms of representation found in the Japanese spoken language on idol blog texts and the strategies used in theircomposition. For that purpose, blogs posts will be used as analytical corpus linguistic data. It is noteworthy that the writers have four writing systems at disposal to produce texts in Japanese language (hiragana, katakana, kanji and roomaji), in addition to supra-segmental elements (punctuation marks, diacritics etc.) which together offer a variety of stylistic and expressive resources that are widely used in texts. Using the idol blogs as basis, discussions will be made about the representation of the oral form in it\'s writings by analyzing the excerpts from posts to then describe the linguistic procedures that result in a \"spoken language in writing\" in Japanese.
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Guyot, Gaëlle. "Latin et latinité dans l'œuvre de Léon Bloy." Paris 4, 2000. http://www.theses.fr/2000PA040205.
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Au sein d'une fin de siècle qui, formée à l'école des humanités, se détourne pourtant peu à peu des pratiques rhétoriques classiques, l'œuvre de Léon Bloy a investi de fonctions particulières le réfèrent latin. Cette spécificité tient notamment à l'importance impartie au latin de la vulgate. Tout en contribuant à une forme d'éclatement du texte, cette présence latine dessine les contours d'une langue mythique de la coïncidence du signe et de la chose. Le latin informe en outre la langue bloyenne, dont les spécificités syntaxiques et lexicales résultent d'une tentative de conformation à la langue de dieu. Cet exhaussement du français se forge pourtant dans la distorsion, dès lors que le latinisme est toujours, chez Léon Bloy, susceptible de virer du sublime au drôlatique, dans un écart signifiant la situation métaphysique d'un XIXème siècle « au seuil de l'apocalypse ». L'œuvre s'efforce parallèlement de denier le mythe républicain et humaniste du grand romain, réfutant conjointement une vision moraliste et rationnelle de l'homme, héritée de l'antiquité, et une esthétique classique fondée sur la mesure et la convenance. Le retournement sarcastique de formes discursives et de figures historiques constituées en topos retrouve pour une part un autre lieu commun, forgé par la tradition catholique, qui s'efforça, de saint Augustin à Joseph de Maistre ou Louis de Bonald, de teinter d'effroi le visage apaisé de la Rome humaniste. Cette filiation se traduit encore par l'affleurement de figures empruntées à l'antiquité chrétienne. Bloy distingue tout particulièrement les martyrs, au supplice desquels il restitue, contre les dévots et les décadents, une dimension proprement théologique. L'irruption de l'antiquité autorise enfin une interrogation sur la nature du temps présent : du fait de l' « imminence » du jugement, le XIXème siècle non seulement réitère mais encore accomplit ce qui se joua dans les premiers siècles de l'ère chrétienne.
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Silva, Júnior Sisney Darcy Vaz da. "O desenvolvimento das múltiplas linguagens em ambientes virtuais: o blog como um sistema complexo." Universidade Federal de Pelotas, 2015. http://repositorio.ufpel.edu.br/handle/ri/2735.
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Previous issue date: 2015-11-13<br>Sem bolsa<br>Os Institutos Federais de Educação, Ciência e Tecnologia priorizam em suas grades curriculares das modalidades de Ensino Médio Integrado, as disciplinas voltadas ao Ensino Técnico, deixando as disciplinas das linguagens com menos de 8% da Carga Horária total nos cursos dessa modalidade. A disciplina de Língua Portuguesa possui apenas 2h/a semanais para articular o ensino de Língua, Literatura e Produção de Textos. Frente a essa problemática, objetivou-se, com essa pesquisa, verificar o uso das ferramentas tecnológicas para a compensação da falta de tempo. Além disso, buscou-se também articular o ensino de linguagens com elementos mais atrativos e motivadores aos alunos. O método de pesquisa se configurou por uma pesquisa de cunho qualitativo e etnográfico, no qual os dados foram descritos por um professor, que é o próprio pesquisador, implicado diretamente na aplicação da prática, coleta e análise dos dados. O público-alvo dessa pesquisa são alunos ingressantes no Ensino Médio Integrado de um Instituto Federal localizado no extremo sul do Rio Grande do Sul. A faixa etária dos sujeitos envolvidos fica em torno dos 13 aos 18 anos e são alunos ingressos nos cursos técnicos em Refrigeração e Climatização, Geoprocessamento, Informática e Eletrotécnica. O Referencial Teórico está dividido em sete seções, as primeiras discutem o perfil do atual estudante de língua, trazendo à discussão o conceito de Nativo Digital, de Prensky (2001), perpassando pelos conceitos de Normalização de Bax (2003).Posteriormente, fazem-se algumas observações relevantes acerca dos Multiletramentos e dos Letramentos Digitais. Ainda nesse contexto, discute-se o blog como recurso de CALL, e para analisar os efeitos do uso das Tecnologias no ensino de língua, perpassar-se-á pelos conceitos da Teoria da Complexidade. A Análise de Dados contemplou a completude da atividade – dessa forma – visualizou-se o processo inteiro, sem excluir nenhum evento que fosse pertinente à prática de produção de textos. Foi feita uma análise sequencial, semanal do percurso da elaboração dos roteiros para curtas-metragens executada nos blogs, observando o desenvolvimento do processo do princípio até sua conclusão e entrega. Como base nisso, percebeu-se a interlocução entre diferentes linguagens para que fosse efetivada a prática de produção. Nisso, têm-se que essa proposta se caracteriza como uma prática de letramento, pois caracteriza-se por ser uma prática social implícita nos princípios socialmente construídos, pois os modos pelos quais os sujeitos usaram a leitura e a escrita estão atreladas às concepções de conhecimento, identidade e modos de ser e estar nas suas práticas sociais. Além disso, um grupo interagindo em um ambiente, seja ele virtual ou não, já caracteriza práticas de complexidade, logo, para comprovar essa afirmativa, observou-se as seguintes características dos SAC presentes no desenrolar da prática: dinamicidade, não-linearidade, imprevisibilidade, sensibilidade às condições iniciais, abertura, auto-organização, sensibilidade a feedback e adaptabilidade.<br>The Federal institutions of Education, Science and Technology prioritize those disciplines which belong to the Integrated High School Technical Schooling modalities of their curricular grid, and the disciplines related to Language which have less than 8% of the work load are set in the courses of that modality. Portuguese Language has only 2h per class a week to develop Language teaching, Literature and Textual Production. Towards this issue, in this research it was objectified to verify the productivity of technological tools to compensate the lack of time. Moreover, it was aimed to articulate the language teaching process with the use of more attractive and motivating elements to students. The research method was based on a qualitative and ethnographic approach, in which the data had been described for a professor, the researcher himself, who is directly responsible for the practice, data capture and analysis. The target public of this research is the entrant student of the Integrated High School of a Technical School located at the Southern tip of Rio Grande Do Sul. The age-group of the involved individuals is that of 13-18 year-old entrant students in technical courses such as Refrigeration and Air Conditioning, Geoprocessing, Electro Technology and Informatics. The Theoretical Background is divided in seven sections, the first ones argue about the profile of the current student of languages, bringing Prensky's Digital Natives Theory (2001) into discussion, spanning over Bax's Normalization concepts (2003). Later, some relevant comments concerning the Digital Literacy and Multiliteracy are pointed out. Still in this context, blogs are referred as CALL resources, and, in order to analyze the effect of the use of Technologies in language teaching, it will be necessary to go through the Complexity Theory concepts. The Data Analysis approached the activity completeness, so the entire process was observed without excluding any event that was pertinent to the textual production practice. A sequential, weekly analysis of the scripts' elaboration course for short films was made in blogs, observing the development of the process from its beginning to its conclusion and delivery. Based on this, the interlocution among different languages was perceived so that the production practice could be accomplished. Regarding this, this proposal characterizes itself as a literacy practice because it is a social practice implied in principles socially constructed, since the ways by which the individuals used the reading and the writing are linked to the conceptions of knowledge, identity and behavior in their social practice. Moreover, a group interacting in an environment, either virtual not, already characterizes complexity practices, then, to prove this
statement, it was observed the following characteristics of the SAC present in the practice conduction: dynamism, non-linearity, unpredictability, sensitivity to the initial conditions, opening, self-organization, sensitivity to feedback and adaptability.
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Guyot, Gaëlle. "Latin et latinité dans l'oeuvre de Léon Bloy /." Paris : H. Champion, 2003. http://catalogue.bnf.fr/ark:/12148/cb39008340m.
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Cowley, Katherine Elizabeth. "Public Spheres, Democracy, and New Media: Using Blogs in the Composition Classroom." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2042.
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Public spheres theories provide purpose and direction to composition instruction: the teaching of writing within this context empowers our students to participate in public discourse and make a difference in communities. New media has been celebrated for its democratic nature, and composition instructors have begun to use public spheres theories as they incorporate new media in the classroom to create a protopublic space. Yet most composition instructors have ignored the wealth of evidence that shows that the Internet is not as democratic as it seems. As such, our new media teaching practices should account for both the democratic opportunities and failures of the Internet. By using examples from my own classroom, I demonstrate how blogs can be used within the composition classroom by focusing on public spheres oriented teaching practices and methods. Four specific pedagogical approaches which instructors can incorporate are discussed: embracing the small-scale, counterpublic, and private potential of the blog; teaching students rhetorical skills which enable them to contribute more meaningfully to online conversations; teaching aspects of online infrastructure and distribution; and consciously using Habermas' criteria of public spheres to construct an online public community of class members. By using new media in the composition classroom, teachers can promote civic virtues within our students, support democracy, and positively transform the Internet's public space.
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Funenga, Sofia Afonso. "Developing writing skills in English language teaching through the use of blogs and e-mail at primary school level." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/7394.
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Trabalho de Projeto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teaching English as a Second / Foreign Language<br>Hoje em dia, os alunos do 1º ciclo do ensino básico têm um acesso facilitado a computadores e a diversos recursos na internet, como blogs, e-mail, Twiducate, que podem ser usados para promover a aprendizagem do inglês como segunda língua e para desenvolver as competências de escrita numa língua estrangeira. Este action research pretende responder à questão Pode o uso de blogs e e-mail melhorar as competências de escrita dos alunos do 1º ciclo?
Para desenvolver este action research foi concebido um Workshop de escrita com oito meses de duração, envolvendo dezanove alunos do 1º ciclo, com oito e nove anos de idade. Foram formados grupos de três e quatro alunos e foram desenvolvidas atividades de escrita, com recurso a computadores Magalhães, em grupo e utilizando a metodologia de process writing. Os alunos tiveram acesso ao Twiducate e ao e-mail, e foi criado um blog para cada grupo para que os alunos pudessem publicar todos os seus rascunhos, bem como partilhar textos com os seus colegas e escrever comentários sobre os rascunhos.
Foi possível concluir que o uso de blogs e do e-mail proporcionou aos alunos verdadeiros objetivos para escrever, interlocutores autênticos e feedbacks genuínos, o que ajudou a alterar a atitude dos alunos face às atividades de escrita e a melhorar o conteúdo e a linguagem dos textos. As conclusões deste action research sugerem que ferramentas disponíveis online, como blogs, e-mail e o Twiducate, podem ser usadas em sala de aula, nomeadamente desde o 1º ciclo, para promover diferentes oportunidades de aprendizagem, para desenvolver a interatividade e para fomentar um processo de aprendizagem ativo e independente.
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Zandelin, Malin. "Blogg + Svenska = SANT? : Bloggande i undervisningen i svenska på gymnasiet." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11985.
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Abstract In this text the attitudes towards and using of blogs in teaching Swedish to teenagers will be explored. The results are based on a survey made amongst 17 teachers and 58 students from all over Sweden. The end results show that the usage of blog still hasn’t found a permanent way into the classrooms, but has an appeal to and is being used by predominantly younger teachers both, male and female, with a positive response from students regardless of gender. The conclusion is that using web tools like the blog is an easy first step for schools to connect to the digital society of the 21 stcentury and take advantage of the perks available in the digital classroom. Svensk titel: Blogg + Svenska =Sant? – Bloggande i undervisningen i svenska. Engelsk titel: Blog + Swedish =True? – Blogging in teaching Swedish. Ämnesord: Blog, Web 2.0, digitalt klassrum, svenska, undervisning, kompetensutveckling
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Wu, Hui-Ju. "The Effects of Blog-supported Collaborative Writing on Writing Performance, Writing Anxiety and Perceptions of EFL College Students in Taiwan." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5600.
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Compared with first language (L1) writing, writing in a second or foreign language (L2) is considered to be more challenging and difficult. The challenges and difficulties may result from both the cognitive and the affective aspects of writing. To mitigate the difficulties of L2 writing and help students master L2 writing, teachers could consider using the pedagogical strategies which can help enhance students' cognition in writing or students' writing performance, and also can help reduce students' fear of L2 writing. One of the pedagogical strategies is online collaborative writing supported by CMC. Collaborative learning helps enhance students' cognitive outcomes, such as academic achievement and cognitive development, as well as produce less anxiety in learning. CMC facilitates collaboration, and also provides more chances for interaction which could result in more thoughts. The more thoughts would facilitate to compose. Therefore, it is assumed that online collaborative writing is more effective than traditional collaborative writing in terms of writing performance and writing anxiety.
The present study is a quasi-experimental study. Participants were 101 first-year college students from two intact classes of a private university in Taiwan. One class was randomly assigned as the control class. Participants were engaged in traditional collaborative writing. The other was the experimental class. Students wrote collaboratively via blogs. Before the treatment, both classes were asked to completed a background survey, a pre-test L2 writing anxiety questionnaire, and a pre-test individual writing task. The treatment lasted for ten weeks during which each collaborative group in both classes completed five collaborative writing tasks. After the treatment, a collaborative writing questionnaire, a post-test L2 writing anxiety questionnaire, and a post-test individual writing task were administered to all participants. Semi-structured individual interviews were conducted to the students who made the largest, medium, and lowest gains in both classes. Quantitative and qualitative analyses were conducted to analyze the data.
In terms of the quantitative results, there were no significant difference in collaborative writing performance and the quantity of individual writing between classes. The experimental class only significantly performed better than the control class in the quality of individual writing. Concerning the writing anxiety measured, the control class was significantly lower than the experimental class. Regarding students' perceptions, the results of the questionnaire showed that the control class made much more positive responses than the experimental class. As for the qualitative results, students' interviews revealed (1) the function of collaborative writing, (2) the features of the media, (3) the difficulty they encounter during collaborative writing, (4) the positive and negative factors influencing their motivation to write, and (5) their suggestions for teachers. The qualitative results support the quantitative results.
Overall, this dissertation study found that, based on statistic results, traditional collaborative writing seems to be more effective than blog-supported collaborative writing in decreasing the writing anxiety of the EFL college students with weaker English ability and little writing experience. In addition, according to students' perceptions and interview results, traditional collaborative writing also appears to be more acceptable in this context. Although the statistic results suggest that the effect of blog-supported collaborative writing on writing performance and writing anxiety seems to be limited and little probably due to the use of blogs as individual and synchronous tools, its effectiveness can not be completely denied because students' perceptions and interviews suggest its positive influence and outcome. L2 teachers are suggested to provide more training sessions, employ the collaborative writing activity as an out-of-class assignment, and carefully monitor the process of collaborative writing if they do use blogs in L2 writing instruction.
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Olsson, Chloé. "L’orthographe lexicale des jeunes Français dans les discours des blogs." Thesis, Högskolan Dalarna, Franska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-17075.
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The aim of this study is to analyze and study French pupils spelling and more specificallyspelling errors. The study is based on the blogs of 78 young french students where spellingerrors are analyzed based on a typology by Nina Catach (1980). This typology explains whattype of spelling errors that can occur in the French language. La maitrise de l’orthographelexicale du français et de l’espagnol is a study made by Sony Mayard (2007) which explainsthe complexity of the French spelling.The study shows that first of all, the spelling of pupils is not something that can concretely bejudged or cataloged. You can never explain exactly why French pupils have an way ofspelling, since spelling is individual and takes several key factors in to consideration.However, this study presents one approach of how spelling errors can be differentiated andthe possible reasons why they are judged as incorrect.<br>L’idée de cette étude a été d'analyser et d'étudier l’orthographe française des jeunesinternautes français, et surtout les erreurs d’orthographe. L’étude a été faite sur les blogs de78 jeunes internautes français, sur une plate-forme nommée Skyrock. Les erreursd'orthographe sont analysées avec l’aide de la typologie à six échelles par Nina Catach(1980). Cette typologie explique quelques différentes catégories d’erreurs d'orthographe de lalangue française. La maitrise de l'orthographe lexicale du français et de l'espagnol est uneétude faite par Sony Mayard (2007) qui explique la complexité de l'orthographe française.L'étude montre premièrement que l'orthographe française ne peut pas être jugée oucataloguée. Nous ne pouvons jamais expliquer exactement pourquoi les jeunes Français ontune orthographe atypique car ceci dépend de plusieurs facteurs, tels que des facteursindividuels. En revanche, cette étude présente une façon de différencier les erreursd'orthographe et les éventuelles raisons derrière pourquoi cette orthographe est jugée commeétant incorrecte.
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Gomes, Raquel Salcedo. "Textualidade sincrética em blogs produzidos por estudantes do ensino fundamental." Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4453.
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Previous issue date: 2013-03-19<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>PROSUP - Programa de Suporte à Pós-Gradução de Instituições de Ensino Particulares<br>Esta pesquisa teve por objetivo o estudo do texto na tela do computador em seus aspectos sincrético-discursivos. Os objetos empíricos analisados consistiramse em blogs produzidos em atividades pedagógicas de um projeto de trabalho hipermidiático, no contexto de ensino e aprendizagem de língua inglesa como língua estrangeira/adicional. O estudo teve por aporte teórico e metodológico a semiótica discursiva de linha francesa. A partir da díade expressão/conteúdo e do conceito de função intersemiótica, o plano de expressão dos blogs foi analisado mediante a conjunção da semiótica plástica a elementos do design visual e o plano do conteúdo foi analisado no nível discursivo do percurso gerativo de sentido. O cotejo dos dados observados fomentou a discussão sobre os significados produzidos e foi verificada a ocorrência de semissimbolismos. A recorrência de semissimbolismos confirmou a sincreticidade como característica da textualidade dos blogs, em sua especificidade hipertextual. As escolhas discursivas verbais e não-verbais feitas pelos estudantes indicaram a convergência dos efeitos de sentido e a reiteração dos temas e figuras enunciados. A multiplicidade de elementos identificados na construção semiótica do discurso parece caracterizar a textualidade sincrética em ambiente de linguagem hipertextual, de modo que a linguagem verbal passa a ter características da linguagem não-verbal e vice-versa. A análise evidenciou que a produção textual em ambiente informatizado prescinde outra concepção de texto e de educação linguística, concepções que incluam o letramento digital associado ao letramento linguístico nos componentes curriculares do Ensino Fundamental. As possibilidades do hipertexto, em sua textualidade sincrética, mostraram não apenas influenciar, mas balizar as escolhas linguístico-discursivas da produção textual em contexto hipermidiático. O trabalho com o hipertexto parece impor desafios ao ensino de línguas e às práticas textuais escolares, pois requer que os participantes do processo educativo lidem com um leque maior de opções comunicacionais, explicitadas nas categorias propostas para análise dos blogs. Diferentemente das primeiras teorizações dos desdobramentos iniciais da teoria semiótica, o hipertexto transformou o semissimbolismo em regra, não em uma consequente decorrência de exceções, obtidas mediante escolhas semiótico-discursivas específicas.<br>This research aimed at studying the text on the computer screen in its syncretic-discursive aspects. The empirical objects consisted in the analysis of blogs produced in pedagogical activities of a project work in hypermedia, in the context of teaching and learning English as a foreign/additional language. The study was theoretically and methodologically based on discursive greimasian semiotics. From the dyad expression/content and the concept of inter-semiotic function, the expression plane of the blogs was analyzed through the conjunction of plastics semiotics and elements of visual design, and the content plan was analyzed at the discursive level of the generative route of signification. The comparison of the observed data encouraged a discussion of the meanings produced and verified the occurrence of semi-symbolism. The recurrence of semi-symbolism confirmed the sincreticity characteristic of the blogs textuality in the hypertext context. The discursive, verbal and nonverbal choices made by the students indicated the convergence of meaning effects and the repetition of the themes and figures listed. The multiplicity of elements found in the construction of the semiotic discourse seems to characterize the syncretic textuality in hypertext environment, so that the verbal language embeds features of the nonverbal language and vice versa. The analysis showed that the textual production in computerized environment requires another conception of text and language education, including digital literacy associated with language literacy in the curricular syllabus of elementary school. The possibilities of hypertext, in its syncretic textuality, showed having not only influenced but also delimited the linguistic-discursive choices made in the context of textual production in hypermedia. Working with hypertext seems to pose challenges to language teaching and school textual practices, as it requires the participants in the educational process to deal with a wider range of communication options, explicated in the categories proposed for the analysis of blogs. Unlike the first developments in the early semiotic theory, hypertext turned semi-symbolism into rule, not into an exception obtained as a result of specific discursive-semiotic choices.