Dissertations / Theses: 'Didactics of the paraphrase'

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Daunay, Bertrand. "La paraphrase dans l'approche scolaire des textes littéraires : étude didactique." Lille 3, 1999. http://www.theses.fr/1999LIL30015.

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L'interdit de la paraphrase dans l'explication de texte littéraire repose sur des principes théoriquement fragiles et une définition instable de la paraphrase : il ne porte pas sur un discours métatextuel identifiable mais sur un effet discursif. Telle est la thèse de ce travail qui aborde le phénomène de la paraphrase dans l'approche scolaire des textes littéraires en diachronie comme en synchronie. Une telle approche aboutit à une réhabilitation de la paraphrase, qui passe notamment par une réévaluation de son rôle effectif dans l'apprentissage de l'écriture comme de la lecture. Une première partie envisage historiquement la pratique de la paraphrase dans le rapport (scolaire ou non) au texte littéraire de l'Antiquité à nos jours. Une deuxième partie décrit les conditions et les formes de la disqualification de la paraphrase dans l'explication de texte depuis le XIXe siècle, pour faire ressortir l'impossibilité d'une définition objective de la paraphrase dans ce contexte. D'où la nécessité d'établir, dans une troisième partie, ce qui amène un évaluateur à considérer qu'un énoncé est ou non paraphrastique, autrement dit à émettre un jugement métatextuel d'identification- qui n'est en fait qu'un jugement d'acceptabilité de la paraphrase ; les conditions de ce jugement se ramènent essentiellement à la présence dans le métatexte de marques discursives d'une distance avec le texte-source. La paraphrase est ensuite (quatrième partie) définie comme formulation de la compréhension- donc comme activité à la fois cognitive et discursive inhérente à tout discours métatextuel : c'est sur ces bases que peuvent être proposées (dans une cinquième partie) des démarches d'apprentissage visant au développement métatextuel des élèves par l'évaluation et la discussion des frontières entre diverses réalisations discursives et des effets de réception de leurs propres productions métatextuelles
The prohibition of paraphrase in appreciation of literary text rests on principles theoretically uncertain, as well as an unstable definition of paraphrase : it does not relate to an identified metatextual discourse, but to a discursive effect. Such is the thesis of this work wich approaches paraphrasing in the academic apprehension of literary texts, both diachronically and synchronically. Such an approach results in the rehabilitation of paraphrase, through a renewed appraisal of the part it takes in fact in learning to write and read too. The first part is a historical survey of the practise of paraphrase in its – academic or not – relationship to literary text from Antiquity up to now. The second part describes the conditions and forms of the disqualification of paraphrase in appreciation of literary text since the XIXth century, in order to emphasise on the impossibility for any objective definition of paraphrase in that context. Therefore it is necessary to establish, in the third part, what may allow the appraiser to tell what is paraphrasing and what is not, i. E. To express a metatextual judgement essentially come down to the presence of a distance between discursive marks in the metatext, and the root-text. In part four, paraphrase is shown as the expression of understanding – and thus as an activity, both discursive and cognitive – related to metatextual discourse : on these bases, the fifth part propounds learning methods aiming at the metatextual development of students through the appreciation and discussion of the borders between different discursive realisations, and the effects of reception to their own metatextual productions

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Bouamor, Houda. "Etude de la paraphrase sous-phrastique en traitement automatique des langues." Phd thesis, Université Paris Sud - Paris XI, 2012. http://tel.archives-ouvertes.fr/tel-00717702.

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La variabilité en langue est une source majeure de difficultés dans la plupart des applications du traitement automatique des langues. Elle se manifeste dans le fait qu'une même idée ou un même événement peut être exprimé avec des mots ou des groupes de mots différents ayant la même signification dans leur contexte respectif. Capturer automatiquement des équivalences sémantiques entre des unités de texte est une tâche complexe mais qui s'avère indispensable dans de nombreux contextes. L'acquisition a priori de listes d'équivalences met à disposition des ressources utiles pour, par exemple, améliorer le repérage d'une réponse à une question, autoriser des formulations différentes en évaluation de la traduction automatique, ou encore aider des auteurs à trouver des formulations plus adaptées. Dans cette thèse, nous proposons une étude détaillée de la tâche d'acquisition de paraphrases sous-phrastiques à partir de paires d'énoncés sémantiquement liés. Nous démontrons empiriquement que les corpus parallèles monolingues, bien qu'extrêmement rares, constituent le type de ressource le plus adapté pour ce genre d'étude. Nos expériences mettent en jeu cinq techniques d'acquisition, représentatives de différentes approches et connaissances, en anglais et en français. Afin d'améliorer la performance en acquisition, nous réalisons la combinaison des paraphrases produites par ces techniques par une validation reposant sur un classifieur automatique à maximum d'entropie bi-classe. Un résultat important de notre étude est l'identification de paraphrases qui défient actuellement les techniques étudiées, lesquelles sont classées et quantifiées en anglais et français. Nous examinons également dans cette thèse l'impact de la langue, du type du corpus et la comparabilité des paires des énoncés utilisés sur la tâche d'acquisition de paraphrases sous- phrastiques. Nous présentons le résultat d'une analyse de la performance des différentes méthodes testées en fonction des difficultés d'alignement des paires de paraphrases d'énoncés. Nous donnons, ensuite, un compte rendu descriptif et quantitatif des caractéristiques des paraphrases trouvées dans les différents types de corpus étudiés ainsi que celles qui défient les approches actuelles d'identification automatique.

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Eyecioglu, Ozmutlu Asli. "Paraphrase identification using knowledge-lean techniques." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/65497/.

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This research addresses the problem of identification of sentential paraphrases; that is, the ability of an estimator to predict well whether two sentential text fragments are paraphrases. The paraphrase identification task has practical importance in the Natural Language Processing (NLP) community because of the need to deal with the pervasive problem of linguistic variation. Accurate methods for identifying paraphrases should help to improve the performance of NLP systems that require language understanding. This includes key applications such as machine translation, information retrieval and question answering amongst others. Over the course of the last decade, a growing body of research has been conducted on paraphrase identification and it has become an individual working area of NLP. Our objective is to investigate whether techniques concentrating on automated understanding of text requiring less resource may achieve results comparable to methods employing more sophisticated NLP processing tools and other resources. These techniques, which we call “knowledge-lean”, range from simple, shallow overlap methods based on lexical items or n-grams through to more sophisticated methods that employ automatically generated distributional thesauri. The work begins by focusing on techniques that exploit lexical overlap and text-based statistical techniques that are much less in need of NLP tools. We investigate the question “To what extent can these methods be used for the purpose of a paraphrase identification task?” For the two gold standard data, we obtained competitive results on the Microsoft Research Paraphrase Corpus (MSRPC) and reached the state-of-the-art results on the Twitter Paraphrase Corpus, using only n-gram overlap features in conjunction with support vector machines (SVMs). These techniques do not require any language specific tools or external resources and appear to perform well without the need to normalise colloquial language such as that found on Twitter. It was natural to extend the scope of the research and to consider experimenting on another language, which is poor in resources. The scarcity of available paraphrase data led us to construct our own corpus; we have constructed a paraphrasecorpus in Turkish. This corpus is relatively small but provides a representative collection, including a variety of texts. While there is still debate as to whether a binary or fine-grained judgement satisfies a paraphrase corpus, we chose to provide data for a sentential textual similarity task by agreeing on fine-grained scoring, knowing that this could be converted to binary scoring, but not the other way around. The correlation between the results from different corpora is promising. Therefore, it can be surmised that languages poor in resources can benefit from knowledge-lean techniques. Discovering the strengths of knowledge-lean techniques extended with a new perspective to techniques that use distributional statistical features of text by representing each word as a vector (word2vec). While recent research focuses on larger fragments of text with word2vec, such as phrases, sentences and even paragraphs, a new approach is presented by introducing vectors of character n-grams that carry the same attributes as word vectors. The proposed method has the ability to capture syntactic relations as well as semantic relations without semantic knowledge. This is proven to be competitive on Twitter compared to more sophisticated methods.

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AMGHAR, TASSADIT. "Une contribution a la modelisation informatique du phenomene de paraphrase : le jugement de paraphrase et la metonymie." Nantes, 1996. http://www.theses.fr/1996NANT2068.

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Cette these porte sur un aspect du traitement automatique des langues naturelles ecrites. Dans cette premiere partie nous proposons une modelisation du jugement de paraphrase correspondant aux analyses linguistiques developpees par c. Fuchs. Nous sommes ainsi conduite a opposer ce que nous qualifions de diagnostic de paraphrase au jugement binaire et a la notion d'identite semantique habituellement proposes pour rendre compte de l'existence d'une relation de paraphrasticite entre enonces. Le diagnostic de paraphrase realise par le systeme paraph, entre deux enonces decrit les choix interpretatifs et les approximations semantiques qui legitiment l'equivalence entre les enonces. La methodologie adoptee vise a caracteriser des significations difficiles a cerner telles que celles de certaines categories grammaticales (aspect, modalites etc. ) dont les valeurs exprimees en contexte par l'auxiliaire modal pouvoir sont une bonne illustration. Nous avons aussi etudie ce que recouvre le phenomene lorsqu'il est qualifie de reformulation dans les systemes de recherche d'information. Une deuxieme partie concerne ce que l'on peut considerer comme une forme de paraphrase mettant en jeu un phenomene d'ellipse: la metonymie. Quelquefois consideree comme un phenomene de glissement de sens ou cantonnee dans la classe des figures de style, le phenomene est analyse ici comme une forme de reference langagiere. Nous lui consacrons une analyse dans laquelle nous nous appuyons sur le formalisme des graphes conceptuels de j. Sowa pour modeliser le passage entre un enonce comportant une ellipse methonymique et un enonce dans lequel le phenomene n'intervient plus

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Kampeera, Wannachai. "Analyse linguistique et formalisation pour le traitement automatique de la paraphrase." Thesis, Besançon, 2013. http://www.theses.fr/2013BESA1011/document.

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Les relations paraphrastiques entre plusieurs ensembles de paraphrasespeuvent se décrire en termes de suites de transformations textuelles. Pour qu’il aitparaphrase, il faut qu’une substitution lexicale noyau se mette en route entrainantd’autres modifications syntaxiques, lexicales et morphologiques.Après avoir décrit les mécanismes de paraphrasage récurrents, nous avons proposédeux formalisations. La première est théorique et explique les différentes relationsparaphrastiques entretenues par les paraphrases entre-elles. La deuxième,tournée vers des applications, formalise les structures paraphrastiques sous-formede prédicats-arguments. Nous considérons cette dernière adaptée au traitementautomatique de la paraphrase.Nous avons à la suite implémenté un système d’extraction de structures paraphrastiques.Il s’agit d’un système opérationnel appliqué à un volume de donnéesrelevant de notre domaine d’étude, et dont le but est de donner un exemple concretd’emploi possible de notre formalisation.Mots-clés : paraphrase, structures paraphrastiques, traitement automatique dela paraphrase, extraction des structures paraphrastiques
The relations between sets of paraphrases can be described as seriesof textual transformations. To rephrase, an initial lexical substitution starts, thentriggers other syntactic, lexical and morphological changes.After having described the frequent paraphrasing mechanisms in our corpus,we propose two formalisations. The first one is theoretical, explaining the differentparaphrasing relationships maintained by the paraphrases between each other. Thesecond formalises paraphrase structures as predicate-argument ones. We considerthe latter suitable for paraphrase processing.Finally we have implemented a paraphrase structures extraction system. Thisis a compact operational system for the volume of data within our domain, the aimof which is to provide a concrete example of a possible use of our formalisation

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Greenwood, D. S. "The seventeenth-century English poetic biblical paraphrase." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304373.

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Milićević, Jasmina. "Modélisation sémantique, syntaxique et lexicale de la paraphrase." [Montréal] : Université de Montréal, 2003. http://wwwlib.umi.com/cr/umontreal/fullcit?pNQ82712.

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Thèse (Ph. D.)--Université de Montréal, 2003.
"NQ-82712." "Thèse présentée à la faculté des études supérieures en vue de l'obtention du grade de philosophiae doctor (Ph. D.) en linguistique." Ex. 3: Photocopie. Version électronique également disponible sur Internet.

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Otrusina, Lubomír. "Lze to říci jinak aneb automatické hledání parafrází." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2009. http://www.nusl.cz/ntk/nusl-236669.

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Automatic paraphrase discovery is an important task in natural language processing. Many systems use paraphrases for improve performance e.g. systems for question answering, information retrieval or document summarization. In this thesis, we explain basic concepts e.g. paraphrase or paraphrase pattern. Next we propose some methods for paraphrase discovery from various resources. Subsequently we propose an unsupervised method for discovering paraphrase from large plain text based on context and keywords between NE pairs. In the end we explain evaluation metods in paraphrase discovery area and then we evaluate our system and compare it with similar systems.

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Walton, Mathew. "Issues of Narrativity in the Romantic Piano Opera Paraphrase." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20502.

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Although the opera paraphrase was once a cornerstone of the virtuoso pianist's repertoire, as a genre it has traditionally been neglected by a scholarship which prioritizes authenticity and original compositional thought. By approaching this repertoire from a critical standpoint concerned with the production of narrative, this thesis demonstrates the true value of the paraphrase. A review of the current literature on narrative, gesture, and the paraphrase reveals major gaps in the state of research, and this thesis addresses these issues by presenting analyses of several works, in both printed and performed forms. The chapter “Settling the Score” interrogates the score, and argues that through their choice, ordering, and setting of operatic themes in a paraphrase, composers can alter or recreate the narrative of the source opera. By analyzing and comparing by reading the narrative schemes of seven different paraphrases based on Mozart's Don Giovanni, the chapter highlights the agency of the arranger in the production of narrative. The next chapter, entitled “Playing the Part,” suggests that the creation of narrative also extends beyond the work of the composer to encompass the role of the performer. By comparing the use of physical gestures in two video-recorded performances of Liszt's paraphrase Réminiscences de Don Juan, the thesis postulates that a pianist's gestures can influence the audience's perception of narrative. In an attempt to centralize the voice of the performer, the chapter also includes reflective analysis of the author's own performances of Liszt's paraphrase. By employing analytical methods which focus on the production of musical narrative, this thesis demonstrates that the paraphrase is worthy of greater attention, both in scholarship and performance.

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Spilsbury, Paul. "The image of the Jew in Josephus biblical paraphrase." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319334.

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Kearns, Kevin M. "Scripture for America: Scriptural Interpretation in John Locke's Paraphrase." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862806/.

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Is John Locke a philosopher or theologian? When considering Locke's religious thought, scholars seldom point to his Paraphrase and Notes on the Epistles of St. Paul. This is puzzling since the Paraphrase is his most extensive treatment of Christian theology. Since this is the final work of his life, did Locke undergo a deathbed conversion? The scholarship that has considered the Paraphrase often finds Locke contradicting himself on various theological doctrines. In this dissertation, I find that Locke not only remains consistent with his other writings, but provides his subtlest interpretation of Scripture. He is intentionally subtle in order to persuade a Protestant audience to modern liberalism. This is intended to make Protestantism, and specifically Calvinism, the vehicle for modern liberalism. This is seen clearly in Max Weber's The Protestant Ethic and the Spirit of Capitalism. Though Weber concludes that Protestant support for capitalism in the late 19th Century is due to its theological foundation, I find that Weber is actually examining Lockean Protestantism. Locke's success in transforming Protestantism is also useful today in showing how a modern liberal can converse with someone who actively opposes, and may even wish to harm, modern liberalism. The dissertation analyzes four important Protestant doctrines: Faith Alone, Scripture Alone, the church and family, and Christian political life.

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Madsen, Rebecca Diane. "Generating Paraphrases with Greater Variation Using Syntactic Phrases." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1088.

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Given a sentence, a paraphrase generation system produces a sentence that says the same thing but usually in a different way. The paraphrase generation problem can be formulated in the machine translation paradigm; instead of translation of English to a foreign language, the system translates an English sentence (for example) to another English sentence. Quirk et al. (2004) demonstrated this approach to generate almost 90% acceptable paraphrases. However, most of the sentences had little variation from the original input sentence. Leveraging syntactic information, this thesis project presents an approach that successfully generated more varied paraphrase sentences than the approach of Quirk et al. while maintaining coverage of the proportion of acceptable paraphrases generated. The ParaMeTer system (Paraphrasing by MT) identifies syntactic chunks in paraphrase sentences and substitutes labels for those chunks. This enables the system to generalize movements that are more syntactically plausible, as syntactic chunks generally capture sets of words that can change order in the sentence without losing grammaticality. ParaMeTer then uses statistical phrase-based MT techniques to learn alignments for the words and chunk labels alike. The baseline system followed the same pattern as the Quirk et al. system - a statistical phrase-based MT system. Human judgments showed that the syntactic approach and baseline both achieve approximately the same ratio of fluent, acceptable paraphrase sentences per fluent sentences. These judgments also showed that the ParaMeTer system has more phrase rearrangement than the baseline system. Though the baseline has more within-phrase alteration, future modifications such as a chunk-only translation model should improve ParaMeTer's variation for phrase alteration as well.

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Fuchs, Catherine. "Paraphrase et théories du langage contribution à une histoire des théories linguistiques contemporaines et à la construction d'une théorie énonciative de la paraphrase." Lille : A.N.R.T, 1985. http://catalogue.bnf.fr/ark:/12148/cb36105443z.

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Robert, Lipsomb Andrew D. "A fifteenth-century prose paraphrase of Robert of Gloucester's Chronicle." [S.l. : s.n.], 1990. http://catalog.hathitrust.org/api/volumes/oclc/55224054.html.

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Leth, Palle. "Paraphrase and Rhetorical Adjustment. An Essay on Contextualism and Cohesion." Thesis, Paris Est, 2011. http://www.theses.fr/2011PEST0024.

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Al, Musawi Jaafar. "Formation et pratique des enseignants de traduction français-arabe / arabe-français dans les universités irakiennes." Thesis, Besançon, 2016. http://www.theses.fr/2016BESA1010/document.

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Notre travail est une étude didactique, traductologique et linguistique. L’objectif de ce travail est de trouver une solution à l’enseignement de la traduction français-arabe/ arabe-français dans le cursus de FLE dans les universités irakiennes. Le manque d’avancée notable dans le domaine de l’enseignement de la traduction et de la mise en œuvre des procédés didactiques en classe est le fruit d’un déséquilibre entre le programme dans les départements de français et le bagage linguistique et les compétences didactiques de l’enseignant. L’intériorisation de la grammaire de la langue cible est l’un des objectifs principaux en didactique des langues. Le recours par l’enseignant de la classe de traduction à une grammaire explicite favorise-t-il ou entrave-t-il l’intériorisation de la grammaire des langues ? Il est nécessaire que la formation initiale des enseignants de langue et de traduction comporte une solide initiation à deux modèles métalinguistiques.Malgré les études universitaires croissantes pour l’enseignement de la traduction, il n’existe à notre connaissance aucune étude, surtout en Irak, portant sur la didactique de la traduction entre le français et l’arabe qui permettrait d’acquérir la compétence traductionnelle à des apprenants de langues étrangères. Ce travail est important pour le système universitaire en Irak car il n’a jamais fait l’objet d’une étude approfondie. Il est nécessaire pour créer des départements de traduction français –arabe dans les universités irakiennes. Notre initiative s’accompagne de l’introduction en Irak de méthodes nouvelles de traduction comme l’AMD (Analyse matricielle définitoire).Ce travail s’attaque notamment aux difficultés linguistiques de la traduction à partir des traductions des apprenants irakiens des universités de Bagdad et d’Al-Mustansiriyah. Dans cette optique, nous avons réalisé une enquête auprès des professeurs de français et des étudiants de ces universités.La finalité de ce travail est une réflexion qui vise à :Entrainer les enseignants à faire des analyses linguistiques qui leur fassent prendre conscience du fonctionnement de leur langue (en l’occurrence l’arabe) et des différences de fonctionnement entre leur langue et la langue vers laquelle ou à partir de laquelle ils traduisent (en l’occurrence le français). L’analyse doit se focaliser sur le fonctionnement de la langue et non sur l’apprentissage ou la comparaison du métalangage ou telle théorie linguistique ou grammaticale même si le formateur doit, lui, avoir une formation linguistique théorique cohérente.III Faire découvrir aux enseignants les débats contradictoires et souvent violents que connait la traductologie et leur fournir les outils qui leur permettent d’adopter une attitude critique au sein de ces débats.Apprendre aux enseignants à se construire une méthode de traduction avec un protocole relativement précis qui en définit les différentes étapes. Leur apprendre à justifier la méthode qu’ils auront choisie
Our work is a didactic, traductologic, and linguistic study. This work aims to find a solution for the French-Arabic / Arabic-French translation teaching in French as Foreign Language courses in Iraqi universities.The lack of noteworthy advances in translation teaching and the implementation of didactic techniques is the result of an imbalance between the program of French departments and the linguistic and didactic skills of the teacher.The interiorization of the target language grammar is one of the principal aims in language didactics. When a translation teacher resorts to an explicit grammar point, does this promote or hinder the interiorization of the grammar? It is necessary that the language and translation teachers pre-service training contains a solid introduction to two metalinguistic models.Despite the increasing number of studies on translation teaching, there is, to our knowledge, no study, especially in Iraq, on didactics of French-Arabic translation to the foreign language learners which could let them acquire translation skills. This work is important for the Iraqi academic system because there was no in-depth study on this matter before. It is necessary for the creation of French- Arabic translation departments in Iraqi universities. Our initiative includes the introduction of the new translation methods in Iraq as the DMA (Defining Matrix Analysis).This work particularly tackles the linguistic difficulties in translation using translations of Iraqi learners at the universities of Baghdad and Al-Mustansiriyah. With this in mind, we conducted a survey among teachers of French and students of these universities. The purpose of this work is a reflection which aims to: Entrain the teacher to make linguistic analysis which will help them to become aware of the functioning of their language (in this case Arabic) and the differences of functioning between their language and the source language or the target language (in this case French). This analysis must focus on the functioning of the language and not on the learning or the comparison of the metalanguage or of a linguistic or grammatical theory, even if the tutor himself must have a consistent knowledge of linguistic theories.Make teachers capable of discovering the contradictory, often violent, debates that the traductologie can supply them with the tools that allow them to adopt a critical attitude within these debates.  Instruct teachers to build a translation method with a relatively precise protocol that defines the different steps. Teach them to justify the method they have chosen

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Kocken, Gabriëlle. "Inner healing, a contemporary and personal paraphrase of Augustine's soul-searching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ47788.pdf.

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Farto, Michelle Fernanda Cocolete [UNESP]. "O ensino de língua estrangeira e a importância da atividade de linguagem: construção da identidade do aluno." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/93871.

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L‟objectif de notre travail est d‟aborder le processus d‟apprentissage d'une langue étrangère dans une nouvelle perspective. Nos études sont basées sur la Théorie des Opérations Prédicatives et Énonciatives d‟Antoine Culioli. Notre intention est de mettre l'accent sur l'importance du travail avec le langage quand il s'agit d'enseigner une langue étrangère. Pour cette raison, nous cherchons à savoir comment se caractérisent les méthodologies couramment utilisées à cette fin. Nous nous rendons compte que la méthode la plus utilisée est la méthode traditionnelle. Cette méthode se base sur la grammaire et la traduction, même si des ressources plus modernes sont introduites, ce qui s'avère être une erreur de notre point de vue, parce que nous croyons en une approche plus réfléchie de l'enseignement. Avant d‟aborder l'analyse des énoncés, nous discuterons quelques questions sur l‟étude de la grammaire à propos de l‟enseignement et les problèmes de l'aborder d‟une manière stabilisée. Nous passons ensuite à l‟analyse des énoncés avec l‟occurrence du verbe faire pour démontrer l'importance de la «pensée» sur le langage lui-même. Ainsi, ce travail veut traiter de réflexions qui péuvent contribuer au développement des études sur l‟enseigment de la langue étrangère à travers un regard énonciatif qui prend en compte l'activité épilinguistique et métalinguistique des étudiants, les processus de paraphrasage et la construction des catégories grammaticales
Nosso objetivo neste trabalho é abordar o processo de aprendizado de língua estrangeira sob uma nova ótica. Fundamentamos nossos estudos na Teoria das Operações Predicativas e Enunciativas de Antoine Culioli. Temos por intenção focar a importância do trabalho com a linguagem quando se trata do ensino de uma língua estrangeira e, por esse motivo, buscamos estudar como se compõem as metodologias comumente utilizadas para essa finalidade. O que pudemos perceber é que o método tradicional é o mais utilizado. Esse método baseia-se na gramática e na tradução, mesmo quando são introduzidos alguns recursos mais modernos, o que acaba se tornando um equívoco de nosso ponto de vista, pois acreditamos numa abordagem de ensino mais reflexiva. Antes de passar às análises, apontamos algumas questões sobre o estudo de gramática voltado para o ensino e os problemas que surgem ao abordá-lo de forma estabilizada. Passamos, então, às análises dos enunciados selecionados em língua francesa com a ocorrência do verbo faire para, por meio delas, demonstrar a importância de um “pensar” sobre a própria linguagem. Desse modo, esta dissertação de mestrado visa a apontar reflexões que possam contribuir com o desenvolvimento dos estudos sobre o ensino de língua estrangeira por meio de um olhar enunciativo que leva em consideração a atividade epilinguística e metalinguística dos aprendizes, os processos de parafrasagem e a construção das categorias gramaticais

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Farto, Michelle Fernanda Cocolete. "O ensino de língua estrangeira e a importância da atividade de linguagem : construção da identidade do aluno /." Araraquara, 2013. http://hdl.handle.net/11449/93871.

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Orientador: Letícia Marcondes Rezende
Banca: Ana Cristina Salviato Silvia
Banca: Marília Blundi Onofre
Resumo: Nosso objetivo neste trabalho é abordar o processo de aprendizado de língua estrangeira sob uma nova ótica. Fundamentamos nossos estudos na Teoria das Operações Predicativas e Enunciativas de Antoine Culioli. Temos por intenção focar a importância do trabalho com a linguagem quando se trata do ensino de uma língua estrangeira e, por esse motivo, buscamos estudar como se compõem as metodologias comumente utilizadas para essa finalidade. O que pudemos perceber é que o método tradicional é o mais utilizado. Esse método baseia-se na gramática e na tradução, mesmo quando são introduzidos alguns recursos mais modernos, o que acaba se tornando um equívoco de nosso ponto de vista, pois acreditamos numa abordagem de ensino mais reflexiva. Antes de passar às análises, apontamos algumas questões sobre o estudo de gramática voltado para o ensino e os problemas que surgem ao abordá-lo de forma estabilizada. Passamos, então, às análises dos enunciados selecionados em língua francesa com a ocorrência do verbo faire para, por meio delas, demonstrar a importância de um "pensar" sobre a própria linguagem. Desse modo, esta dissertação de mestrado visa a apontar reflexões que possam contribuir com o desenvolvimento dos estudos sobre o ensino de língua estrangeira por meio de um olhar enunciativo que leva em consideração a atividade epilinguística e metalinguística dos aprendizes, os processos de parafrasagem e a construção das categorias gramaticais
Résumé: L‟objectif de notre travail est d‟aborder le processus d‟apprentissage d'une langue étrangère dans une nouvelle perspective. Nos études sont basées sur la Théorie des Opérations Prédicatives et Énonciatives d‟Antoine Culioli. Notre intention est de mettre l'accent sur l'importance du travail avec le langage quand il s'agit d'enseigner une langue étrangère. Pour cette raison, nous cherchons à savoir comment se caractérisent les méthodologies couramment utilisées à cette fin. Nous nous rendons compte que la méthode la plus utilisée est la méthode traditionnelle. Cette méthode se base sur la grammaire et la traduction, même si des ressources plus modernes sont introduites, ce qui s'avère être une erreur de notre point de vue, parce que nous croyons en une approche plus réfléchie de l'enseignement. Avant d‟aborder l'analyse des énoncés, nous discuterons quelques questions sur l‟étude de la grammaire à propos de l‟enseignement et les problèmes de l'aborder d‟une manière stabilisée. Nous passons ensuite à l‟analyse des énoncés avec l‟occurrence du verbe faire pour démontrer l'importance de la «pensée» sur le langage lui-même. Ainsi, ce travail veut traiter de réflexions qui péuvent contribuer au développement des études sur l‟enseigment de la langue étrangère à travers un regard énonciatif qui prend en compte l'activité épilinguistique et métalinguistique des étudiants, les processus de paraphrasage et la construction des catégories grammaticales
Mestre

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Jäger, Andreas. "Typology of periphrastic 'do'-constructions." Bochum Brockmeyer, 2005. http://deposit.d-nb.de/cgi-bin/dokserv?id=2883469&prov=M&dok_var=1&dok_ext=htm.

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Jäger, Andreas. "Typology of periphrastic d́o-̀constructions." Bochum Univ.-Verl. Brockmeyer, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2883469&prov=M&dokv̲ar=1&doke̲xt=htm.

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Holmo, Milenne Biasotto. "Para uma abordagem enunciativa no ensino de língua estrangeira : paráfrase e atividade epilingüística /." Araraquara : [s.n.], 2008. http://hdl.handle.net/11449/93958.

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Orientador: Letícia Marcondes Rezende
Banca: Alessandra Del Ré
Banca: Márcia Cristina Romero Lopes
Resumo: Este trabalho visa à comprovação da hipótese de que os aprendizes de uma língua estrangeira, ao traduzirem um enunciado, partem de um esquema chamado léxis, para então anexar a ele as categorias gramaticais de modalidade, determinação, aspecto e diátese, por meio de marcas lingüísticas, e que, ao passo em que o aprendizado evolui, há uma melhor compreensão dessas categorias. Fundamentada na Teoria das Operações Predicativas e Enunciativas, de Antoine Culioli, esta pesquisa tem por objetivo apresentar reflexões que contribuam com o desenvolvimento das abordagens de ensino/aprendizado de língua estrangeira. Assim, propomos uma abordagem enunciativa da língua que leve em consideração os saberes epilingüístico e metalingüístico dos aprendizes, os processos de parafrasagem e a construção das categorias gramaticais.
Abstract: This work has in view the confirmation of the hypothesis that learners of a foreign language, when translating an utterance, start from a framework called léxis, so that they can annex to it the grammatical categories of modality, determination, aspect and diathesis, through linguistic markers, and that while the learning evolve, there is a better understanding of these categories. Based on the Theory of Predicative and Enunciative Operations, by Antoine Culioli, this study aims to present reflections that can contribute to the development of foreign language teaching/learning approaches. Thus, we propose an enunciative approach of language which takes into consideration learner's epilinguistic and metalinguistic knowledge, the paraphrase processes and the construction of grammatical categories.
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Gotlund, Elizabeth Anne. "A guide to chant in Charles Tournemire's L'orgue mystique." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5483.

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Charles Tournemire’s (1870–1939) L’Orgue Mystique is a cycle of solo organ pieces composed for use in the Roman Catholic liturgy. It is subtitled: “51 Offices de L'année liturgique inspirés du chant grégorien et librement paraphrasés” (“51 Offices of the liturgical year inspired by Gregorian chant and freely paraphrased”). Each office is approximately fifteen minutes in length and consists of five pieces based on the Gregorian Propers for the day: Prélude a l’ Introït, Offertoire, Élévation, Communion, and Pièce terminale, using nearly three hundred chants. This essay provides historical background for L’Orgue Mystique, including a short biography of Tournemire and the place of L’Orgue Mystique in it, a brief history of liturgical music in France, an overview of the Solesmes method and Tournemire’s adaptation of it for use in L’Orgue Mystique, and a description of the Cavaillé-Coll organs that Tournemire had in mind when composing L’Orgue Mystique. It also provides a guide for performers of the work, including copies of all the chants Tournemire used, their English and French translations, and descriptions of Tournemire’s use of each chant, for performers’ reference, in order that they may make informed decisions in playing L’Orgue Mystique.

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Depoux, Philippe. "Les redondances prédicatives en français parlé : marques syntaxiques et apports informationnels. Corpus d’entretiens télévisés (1967-2012)." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040208.

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L’objectif de ce travail est de montrer — à partir d’un corpus d’entretiens télévisés filmés à deux périodes différentes, 1967-1972 et 2007-2012 — comment se manifestent, en français parlé, les phénomènes de redondance prédicative, c’est-à-dire de reprise du sens d’une prédication (l’énoncé-source) par une autre prédication (l’énoncé reformulé). Le cadre théorique choisi pour mener à bien cette recherche est celui du Lexique-Grammaire élaboré par Maurice Gross et son équipe du LADL, ainsi que la théorie de la reformulation élaborée par Claire Martinot à partir de 1994. Cette reprise, qui suppose la préservation du sens d’origine, peut être strictement littérale (répétition), porter sur des processus uniquement syntaxiques(transformation), consister en une clarification du sens de l’énoncé-source (paraphrase définitoire) ou instaurer une équivalence de sens sans fondement syntaxique (paraphrases sémantiques sensibles ou non à l’influence du contexte). L’hypothèse de départ de ce travail est que mettre en relation milieux sociaux, époques d’enregistrement et types de reformulation doit révéler quels paramètres expliquent le mieux l’usage préférentiel de tel ou tel type de redondance par telle ou telle catégorie de locuteurs
The purpose of this research project is to show, from a corpus of televised interviews shot in two different periods, 1967-1972 and 2007-2012, how predicative redundancy phenomena occur in spoken French, that is, how a source phrase can be taken over by another phrase. The theoretical frame adopted to lead this research is the Lexicon-Grammar developed by Maurice Gross and his LADL team, as well as the reformulation theory Claire Martinot has been developing since 1994. This rewording, which assumes the preservation of the semantic data of the original phrase, may be strictly literal (repetition), concern only syntactic processes (transformation), consist of a clarification of the meaning of the source phrase (in that case, a form of definition) or institute a semantic equivalence between the phrases without any syntactic corollation, this last type of redundancy proving to be either context-free or context-sensitive. The initial hypothesis of this research project is that making connections between social environments, dates of recording, and types of rewording must be possible and must reveal explanations about the preferential use of specific types of redundancy by specific categories of speakers

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Morita-Tani, Naoko. "L’acquisition du français et du japonais chez des enfants bilingues de naissance vue à travers la reformulation." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040186.

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L’objectif de notre thèse est de décrire les états linguistiques chez des enfants bilingues de 10 ans habitant à Paris, à travers leurs reformulations en français et en japonais de l’histoire « Tom et Julie ». Cette histoire comporte plusieurs éléments qui permettront d’analyser l’acquisition linguistique. Nous examinerons premièrement la « complexité » des reformulations. Deuxièmement, en examinant les procédures de reformulation, nous catégoriserons six formes de reformulations. Cette classification nous permettra de saisir les tendances des reformulations chez les enfants bilingues. Troisièmement, nous ferons l’étude comparée des reformulations en français et en japonais des deux textes. En dernier lieu, nous étudierons individuellement les reformulations en français et en japonais chez les enfants bilingues. Comment les enfants manipulent-ils les deux langues, qui sont si éloignées l’une de l’autre, pour exprimer la même histoire ? Quelle performance linguistique les enfants nous montrent-ils ? Peut-on trouver des règles linguistiques qui permettent aux enfants bilingues d’apprendre efficacement les deux langues ? Notre étude tente d’expliquer l’état linguistique des enfants bilingues en répondant à ces questions
The goal of our thesis is to describe the linguistic states of bilingual children who are 10 years old and live in Paris, through their reformulation in French and in Japanese of the story « Tom et Julie ». This story contains some elements that permit us to analyze linguistic acquisition. Firstly, we examine the complexity of reformulations. Secondly, in examining the procedures of reformulation, we categorize six forms of reformulation. This classification will permit us to catch the tendencies of reformulations in the case of bilingual children. Thirdly, we compare French reformulation and Japanese reformulation in the two texts. Lastly, we will study these reformulations individually. How children manipulate French and Japanese that are so distant from each other, to express the same story ? What linguistic performance do they show ? Can we find linguistic rules which permit bilingual children to learn efficiently two languages ? Our study tries to explain the linguistic state of bilingual children in responding to these questions

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Levrat, Bernard. "Le problème du sens dans les sytèmes de traitement du langage naturel : Une approche alternative au travers de la paraphrase." Paris 13, 1993. http://www.theses.fr/1993PA132023.

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Contrairement à la plupart des théories sémantiques, nous considérons peu intéressante la séparation trop absolue entre niveau lexical et niveau conceptuel ; la conséquence que nous en tirons est qu'il faut savoir passer du lexical au lexical, d'où l'importance de la paraphrase. Nous décrivons ici une approche visant à caractériser la signification des expressions langagières au moyen de leurs conditions de reformulation en contexte. A cette fin nous avons conçu paraph, un système de diagnostic de paraphrase, qui modélise le jugement paraphrastique entre deux énoncés en langage naturel: ces derniers lui étant fournis en entrée, paraph délivre en sortie un ensemble de conditions interprétatives correspondant à des choix interprétatifs et à des approximations permettant d'identifier leurs significations. A l'opposé des modélisations traditionnelles, la méthodologie permet de doter la paraphrase des propriétés correspondant au phénomène réel (en particulier en rendant possible la gestion de la compositionalité des transformations par le biais du contrôle de la consistance de l'ensemble des conditions interprétatives impliquées par ces dernières). Paraph est un système de réécriture conditionnelle d'arbres. Les règles traduisent des reformulations paraphrastiques élémentaires et les conditions qui les étiquettent correspondent aux conditions interprétatives (i. E. Non prises en compte par le contexte explicite) rendant légitimes les transformations paraphrastiques qu'elles décrivent. Dans les applications envisagées, outre la modélisation de phénomènes fins de la langue du type de ceux impliqués dans les catégories grammaticales (temps, aspect, détermination, modalité,. . . ), nous envisageons à terme l'utilisation du diagnostic de paraphrase pour l'évaluation des reformulations des interventions des utilisateurs dans les interfaces en langage naturel des systèmes interactifs.

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Duclaye, Florence Aude Dorothée. "Apprentissage automatique de relations d'équivalence sémantique à partir du Web." Paris, ENST, 2003. http://www.theses.fr/2003ENST0044.

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Cette thèse s'inscrit dans le contexte d'un système de questions-réponses, capable de trouver automatiquement sur le Web la réponse à des questions factuelles. L'une des manières d'améliorer la qualité des réponses fournies consiste à augmenter le taux de rappel du système et à identifier pour cela les réponses sous de multiples formulations possibles (paraphrases). Le recensement manuel de ces paraphrases étant un travail long et coûteux, l'objectif de cette thèse est de concevoir et développer un mécanisme d'apprentissage automatique et faiblement supervisé des paraphrases possibles d'une réponse. La méthode d'apprentisage présentée fait du Web son corpus privilégié, en particulier par la redondance et la variété linguistique des informations qu'il contient. Considéré comme un gigantesque graphe biparti représenté, d'une part, par des formulations et, d'autre part, par des couples d'arguments, le Web s'avère propice à l'application de la citation de Firth, selon laquelle le sens d'un terme (respectivement d'une formulation, dans notre cas) est lié aux termes (respectivement aux arguments) avec lesquels il cooccurre. Ainsi, par un mécanisme itératif, le Web est échantillonné : les formulations (paraphrases potentielles) sont extraites par ancrage des arguments, et inversement, de nouveaux arguments sont extraits par ancrage des formulations acquises. Afin de permettre à l'apprentissage de converger, une étape intermédiaire de classification statistique des données échantillonnées est nécessaire. Les résultats obtenus ont fait l'objet d'une évaluation empirique, montrant en particulier la valeur ajoutée des paraphrases apprises sur le système de questions-réponses
This PhD thesis can be situated in the context of a question answering system, which is capable of automatically finding answers to factual questions on the Web. One way to improve the quality of these answers is to increase the recall rate of the system, by identifying the answers under multiple possible formulations(paraphrases). As the manual recording of paraphrases is a long and expensive task, the goal of this PhD thesis is to design and develop a mechanism that learns automatically and in a weakly supervised manner the possible paraphrases of an answer. Thanks to the redundance and the linguistic variety of the information it contains, the Web is considered to be a very interesting corpus. Assimilated to a gigantic bipartite graph represented, on the one hand, by formulations and, on the other hand, by argument couples, the Web turns out to be propitious to the application of Firth's hypothesis, according to which "you shall know a word (resp. A formulation, in our case) by the company (resp. Arguments) it keeps". Consequently, the Web is sampled using an iterative mechanism : formulations (potential paraphrases) are extracted by anchoring arguments and, inversely, new arguments are extracted by anchoring the acquired formulations. In order to make the learning process converge, an intermediary stage is necessary, which partitions the sampled data using a statistical classification method. The obtained results were empirically evaluated, which, more particularly, shows the value added by the learnt paraphrases of the question answering system

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Murray, Jason Matthew. "Faith in Christ, moral power, and welcoming the other an expanded paraphrase of Romans /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p062-0280.

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Holmo, Milenne Biasotto [UNESP]. "Para uma abordagem enunciativa no ensino de língua estrangeira: paráfrase e atividade epilingüística." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/93958.

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Made available in DSpace on 2014-06-11T19:26:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-03Bitstream added on 2014-06-13T18:07:50Z : No. of bitstreams: 1 biasottoholmo_m_me_arafcl.pdf: 428789 bytes, checksum: f0b3e2d5887e93e46b29319c5ab63567 (MD5)
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este trabalho visa à comprovação da hipótese de que os aprendizes de uma língua estrangeira, ao traduzirem um enunciado, partem de um esquema chamado léxis, para então anexar a ele as categorias gramaticais de modalidade, determinação, aspecto e diátese, por meio de marcas lingüísticas, e que, ao passo em que o aprendizado evolui, há uma melhor compreensão dessas categorias. Fundamentada na Teoria das Operações Predicativas e Enunciativas, de Antoine Culioli, esta pesquisa tem por objetivo apresentar reflexões que contribuam com o desenvolvimento das abordagens de ensino/aprendizado de língua estrangeira. Assim, propomos uma abordagem enunciativa da língua que leve em consideração os saberes epilingüístico e metalingüístico dos aprendizes, os processos de parafrasagem e a construção das categorias gramaticais.
This work has in view the confirmation of the hypothesis that learners of a foreign language, when translating an utterance, start from a framework called léxis, so that they can annex to it the grammatical categories of modality, determination, aspect and diathesis, through linguistic markers, and that while the learning evolve, there is a better understanding of these categories. Based on the Theory of Predicative and Enunciative Operations, by Antoine Culioli, this study aims to present reflections that can contribute to the development of foreign language teaching/learning approaches. Thus, we propose an enunciative approach of language which takes into consideration learner’s epilinguistic and metalinguistic knowledge, the paraphrase processes and the construction of grammatical categories.

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30

Timimi, Ismaïl. "De la paraphrase linguistique à la recherche d'information, le système 3 AD : théorie et implantation (aide à l'analyse automatique du discours)." Grenoble 3, 1999. http://www.theses.fr/1999GRE39025.

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Chercheurs et praticiens sont souvent confrontes a une double exigence : d'une part, le recueil de donnees textuelles provenant de differents corpus et bases documentaires ; d'autre part, le developpement d'outils d'informatiques destines a la gestion et a l'analyse de ces donnees. Comme contribution au rapprochement de ces deux volets, nous explorons dans ce travail, l'analyse de l'information discursive a partir d'un modele algebrique, ameliore par des formalismes linguistiques. Nous presentons la theorie de la methode definie ainsi que l'implantation du logiciel afferent, dit 3ad (aide a l'analyse automatique du discours). Dans une premiere partie, nous introduisons d'abord un rappel sur la theorie de la paraphrase, (application d'origine de 3ad). Ensuite, nous presentons les algorithmes mathematiques de 3ad. Ils calculent des distances entre les differentes phrases du corpus, a partir de matrices de couts liees aux operations classiques sur les mots : insertion, effacement et substitution. De facon generale, plus le nombre de mots communs a deux phrases est grand, plus la distance est petite, et par suite, plus elles seront en paraphrase. L'integration des outils graphiques del'analyse des donnees multidimensionnelles permet de visualiser sur des cartes, la disposition des phrases au sein des classes de paraphrases. Enfin, nous developpons un formalisme linguistique pour augmenter les performances de cette approche numerique. Ce formalisme integre plusieurs niveaux d'analyse en tal (morphologie, segmentation, syntaxe, semantique). Dans une seconde partie, nous proposons une autre facette du systeme 3ad, orientee vers une nouvelle application, qu'est la recherche d'information et ses derives. Nous montrons comment utiliser le systeme 3ad, comme un outil d'aide a la representation du contenu du document (extraction, filtrage et resume automatique) ; comment le systeme 3ad contribue a synthetiser les documents volumineux et apparier ces syntheses avec des requetes ; comment utiliser 3ad comme un outil de classification automatique (avec des scores pour chaque requete) ; comment 3ad peut cooperer avec un generateur de paraphrases en langue naturelle, pour les reformulations de requetes (en vue d'endiguer le bruit et le silence). Nous finirons par esquisser des possibilites de developpement de 3ad. Ces possibilites visent a relever un defi pour la ri, a savo

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Bauer, Susan Wise. "From Spirit to Flesh: Psalm 51 and the Practice of Paraphrase Under Henry VIII and Elizabeth Tudor." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539625883.

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Knutsson, Andreas. "The didactics of case studies." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32943.

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Labarca, R. Nelson, and A. Jorge Mansilla. "Didactics : innovando en la educación." Tesis, Universidad de Chile, 2014. http://www.repositorio.uchile.cl/handle/2250/117420.

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Tesis para optar al grado de Magíster en Administración
No autorizada por los autores para ser publicada en el Portal de Tesis Electrónicas de la U. de Chile.
Labarca R., Nelson [Parte I], Mansilla A., Jorge [Parte II]
Hoy en Chile, durante más de 50 años, después de una serie de profundas crisis sociales, el quehacer extraescolar ha venido ocupando un segundo lugar en la agenda, reducido a un “complemento” del proceso educativo formal. De esta manera, la oferta de educación extraescolar no-formal se limita a academias poco relevantes, con objetivos de muy corto plazo, alcance limitado, con temáticas poco variadas, principalmente como actividades deportivas y recreativas, y no aportan en el desarrollo de aquellas destrezas, capacidades y aptitudes del ser humano que le permiten adoptar conductas para desenvolverse eficazmente en los distintos ámbitos de la vida en sociedad, en otras palabras, las competencias y habilidades sociales. Esto se debe, principalmente, a que el paradigma educacional chileno considera un proceso de simple instrucción, por medio de la memorización y aprendizaje de conceptos, descuidando completamente aquellos ámbitos realmente requeridos para que los futuros emprendedores, hombres y mujeres del mañana, tengan la capacidad creativa y las habilidades técnicas y sociales para construir y contribuir en soluciones globales a las problemáticas sociales de nuestro país. Así nace DIDACTICS, una organización que viene a romper el paradigma educativo, que plantea la realización de cursos, en formato de actividades extraescolares, por medio de proyectos basados en tecnologías de información, comunicación y automatización, en un ambiente de respeto e igualdad, guiados por profesionales facilitadores apasionados por la educación, implementando una dinámica que considera técnicas para el desarrollo de la creatividad y capacidades emprendedoras, a lo que se agrega un factor innovador, que es la integración de nociones de mejores prácticas de excelencia del mundo laboral, que hoy son principalmente del dominio de las empresas consultoras. DIDACTICS centra su desarrollo inicial en la ciudad de Antofagasta, donde se espera tener acceso a la demanda escolar, compuesta por niños, niñas y jóvenes, entre 5to básico y 2do medio, en colegios de dependencia particular privada y particular subvencionada, lo que conforman el principal driver de crecimiento de DIDACTICS. De esta manera, considerando la participación de cada niño, niña y joven en un mix de servicios, con un crecimiento de 2 colegios al año en los 3 primeros años, e intensificando sus servicios sistemáticamente; se espera un valor presente neto de $40MM de pesos, en un horizonte de 5 años, con un retorno de la inversión al 4to periodo, y una tasa interna de retorno de 25%. La ventaja competitiva de DIDACTICS, respecto al resto de la oferta extraescolar, radica en la experiencia del grupo gestor, que cuenta con más de 14 años de experiencia en el desarrollo, integración, aplicación, entrenamiento y capacitación en herramientas de tecnologías computacionales, en proyectos de pequeña, mediana y gran envergadura, para el mejoramiento de procesos administrativos, operativos y en apoyo al proceso pedagógico. Esto le permite articular los aspectos fundamentales de la propuesta de valor, para entregar un servicio educativo innovador y de calidad. El modelo de negocios de DIDACTICS considera canales de comunicación, distribución y ventas modernos, centrados en su sitio web corporativo, uso intensivo de las redes sociales, comunidades de clientes, grupos de interés y la realización de actividades cotidianas y de marketing, principalmente en espacios abiertos al público, para sensibilizar al grupo objetivo (principalmente familias) y comunicar la propuesta de valor. Las actividades más importantes son aquellas que permiten la estructuración y confección de cursos, generando, aplicando y adaptando metodologías de enseñanza-aprendizaje, articulando el uso efectivo de las tecnologías. Los recursos que hacen posible la entrega de la propuesta de valor de DIDACTICS son, principalmente, recursos TIC, como robótica y electrónica didáctica y software de licencia libre para el desarrollo de video juegos, comics digital, diseño 3D, lógica de programación, entre otros. Adicionalmente a esto, se considera el equipo de DIDACTICs, compuesto por un grupo multidisciplinario de profesionales, con pasión y experiencia en la educación, que tienen la convicción de que el plan de negocio de DIDACTICS conforma una alternativa atractiva, y que se plantea como una propuesta innovadora, de gran relevancia en el proceso educativo.

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Leroy, Sylvain. "Un poète anonyme du XIème siècle : le Liber Prefigurationum Christi et Ecclesie et son auteur : Edition, traduction, commentaire." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10158/document.

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Le Liber Prefigurationum Christi et Ecclesie est un poème anonyme latin datable de la fin du XIème siècle. Il n’est présent en entier que dans un seul manuscrit parisien. Il s’agit d’une réécriture de la Bible comportant 2670 hexamètres dactyliques. L’auteur a paraphrasé un certain nombre d’épisodes de l’Ancien Testament et a ajouté des commentaires exégétiques et moraux. La thèse comprend, dans une première partie, une introduction au texte et à sa traduction. Elle étudie la structure du poème, les techniques de réécriture, l’utilisation des commentaires exégétiques et des poètes antérieurs à la rédaction. Elle compare le Liber avec d’autres réécritures bibliques tardo-antiques ou médiévales. Elle dresse enfin un portrait de l’anonyme en insistant sur sa culture, ses techniques de versification, ses structures de pensée et ses intentions. La deuxième partie de l’ouvrage comprend une nouvelle édition critique du texte ainsi que sa première traduction. Elle s’accompagne d’un apparat des gloses et des sources bibliques. La troisième partie du travail est constituée d’un commentaire « épisode par épisode » de l’ensemble du poème. Il évoque la place de chaque passage dans l’économie de l’œuvre (en particulier dans les cas d’antéposition ou de postposition par rapport à la matière biblique), la réécriture de l’hypotexte biblique, la présence et la fonction des commentaires, les sources patristiques ainsi que la justification de nos choix d’édition lorsqu’ils diffèrent du texte établi par G. Dinkova en 2007
The Liber Prefigurationum Christi et Ecclesie is an anonymous poem, written in Latin, which can be dated from the end of the eleventh century. The unabridged version is to be found in only one Parisian manuscript. The verse composition is a bible rewriting containing 2670 hexameters. The author has versified many episodes of the Old Testament and has added exegetical and moral commentaries. The thesis contains, in its first part, an introduction to the Latin text and its translation, which studies the poem structure, the rewriting modes, the exploitation of the exegetical commentaries and of the poets who have written prior to the Liber composition. It also compares the Liber with other biblical rewritings either from late Antiquity or from the Middle Ages. Finally it draws the portrait of the anonymous poet by emphasizing his culture, his versification, his way of thinking and his aims. The second part of the work comprises a new critical edition of the text as well as its first translation. It also includes an apparatus of the glosses and of the biblical references. The third part is a commentary “episode by episode” of the whole poem which mentions the place of each passage in the work (particularly in case of anteposition or postposition), the rewriting of the biblical hypotext, the presence and function of the commentaries, the doctores used by the author, as well as the explanation of our edition choices, when they are different from the text written by G. Dinkova in 2007

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Svanström, Fredrik. "Påverkar GIH:s utbildning i friluftsliv studenterna? : En studie av naturupplevelser hos studenter vid GIH:s lärarprogram." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-1753.

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Aim The aim of this study is to examine students' previous experiences of stay in the nature and their experiences of nature in the context of teaching situations in friluftsliv at GIH. It also aims to elucidate how the teaching of friluftsliv at GIH affects their former interpretation about nature. The questions of the study are: What past experiences of stay in the nature elucidate GIH-students? Have the students approach to nature changed according to the education? If yes – how? What affects students' perception of nature? Method To answer the questions, a quantitative approach (questionnaire survey) and qualitative methods (interview study) was used. The qualitative method is based on phenomenology and hermeneutics. The analysis of the interviews has the EPP-method and hermeneutic meaning interpretation is used. Results The results show that there are differences in past experiences, experiences of and interest in nature. In the interview, it is mainly to find the romantic - and the functionalist nature of perception. Three of the students indicated that they have become more positive with nature during their studies at GIH. The other two has consolidated its approach. What have significant impact on nature experiences are: natural environment, psychological - and sensory -, social - and motor experiences. These factors can both enhance and limit the experiences. Conclusions The study shows the difficulty of teaching in friluftsliv with the aim of reaching nature experiences. Since the nature experience is individual must it also be individualized teaching. The study shows also that there are great opportunities for teachers to influence the experience of nature.
Syfte och frågeställningar Syftet med studien var att undersöka studenternas tidigare erfarenheter av vistelse i naturen och deras upplevelser av naturen i samband med undervisningssituationer i friluftsliv vid GIH. Studiens frågeställningar är: Vilka tidigare erfarenheter och upplevelser av vistelse i naturen lyfter studenterna fram? Har studenternas natursyn ändrats på grund av utbildningen? Om ja – i så fall hur? Vad påverkar studenternas upplevelse av naturen? Metod För att besvara frågeställningarna har en kvantitativ metod (enkätstudie) och en kvalitativ metod (intervjustudie) använts. Den kvalitativa metoden tar sin utgångspunkt i fenomenologin och hermeneutiken. I analysen av intervjuerna har EPP-metoden och hermeneutisk meningstolkning använts. Resultat Resultatet visar att det finns skillnader avseende tidigare erfarenheter, upplevelser av och intresse för naturen hos studenterna. Hos de intervjuade går det i huvudsak att finna den romantiska - och den funktionalistiska natursynen. Tre av studenterna uppger att de har blivit mer positiva till naturen under studierna vid GIH. De andra två har befäst sin syn. Det som i hög grad påverkar naturupplevelserna är: naturmiljön, psykiska -, sensoriska -, sociala - och motoriska upplevelser. Dessa faktorer kan både förstärka och begränsa upplevelserna. Slutsats Studien visar svårigheten med undervisning i friluftsliv med målet att nå positiva naturupplevelser. Eftersom naturupplevelsen är individuell måste även undervisningen individualiseras. Studien visar också att det finns stora möjligheter för pedagogerna att påverka naturupplevelsen.

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Siira, Sofia, Sanela Coralic, and Madeleine Eldelöv. "Från snopp till kropp : En c-uppsats utformad inom sex och samlevnad." Thesis, Södertörn University College, School of Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2075.

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Detta är endast en del av ett stort arbete, på grund av omständigheterna (till exempel möjligheten att publicera en power point) har vi varit tvungna att begränsa vår publikation till lärarhandledningen. Det finns också en elevutgåva, power point-presentation samt ett prov som inte publiceras. För att ta del av dessa krävs möjlighet att komma åt Biologi C för lärares kurswebb Vt-2008 på Södertörns högskolas intranät.

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Drescher, Martina. "Verallgemeinerungen als Verfahren der Textkonstitution : Untersuchungen zu französischen Texten aus mündlicher und schriftlicher Kommunikation /." Stuttgart : F. Steiner, 1992. http://catalogue.bnf.fr/ark:/12148/cb35619421j.

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van, der Westhuizen Petrus J. "Modeling as Compositional Tool in the Piano Works of Francis Poulenc." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178571085.

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Santos, Luciola Licinio de Castro Paixao. "Didactics in the Brazilian educational context." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019721/.

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Choi, Ji In. "La lexicographie franco-coréenne entre théorie et application." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040251.

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Les auteurs de dictionnaires bilingues semblent avoir toujours été préoccupés par la question de la mise en équivalence. Dans cette perspective, cette thèse se propose d’interroger les divers aspects de la lexicographie lors de l’élaboration des dictionnaires bilingues, notamment franco-coréens destinés aux coréanophones, en tentant de reconstruire, sur un mode à la fois historique et systématique, le dispositif méthodique et raisonné qui avait permis aux lexicographes de poser les conditions métalexicographiques. Celles-ci s’appliquent à tous les paramètres qui constituent la logique du dictionnaire sur un plan structurel et sémantique. Cette mise au point théorique a pour but d’envisager comment les dictionnaires bilingues sont mis en valeur lors d’une refonte ou d’une nouvelle parution. À travers l’étude des dix-huit dictionnaires rédigés en Corée depuis la fin XIXe siècle jusqu’à aujourd’hui, nous observons une transformation des interprétations de la méthode métalexicographique et l’élaboration du concept de dictionnaire contemporain. Ce travail s’intéresse enfin à proposer des équivalents pour deux verbes, circuler et éloigner, du Prime Dictionnaire français-coréen, en comparant la façon dont le Grand Robert et le Trésor de la langue française regroupent les sens et les acceptions de ces verbes avec celle du dictionnaire français-coréen
Bilingual dictionaries seem to have always been concerned about the issues of establishing equivalence. Within this context, this thesis proposes to examine the various aspects of lexicography in the developments of French-Korean, Korean-French bilingual dictionaries, particularly for the Korean speakers, while trying to rebuild, on a historical and systematic mode, the methodical and rational device that allowed the lexicographers to set meta-lexicographical conditions. This applies to all the factors of logic for dictionary organization at a structural and semantic level. The theoretical development is made to consider how the bilingual dictionaries enhance in quality during a renewal or a new release. Through the study of the eighteen dictionaries written in Korea since the late nineteenth century until today, we can observe the transformation of how the meta-lexicographical method was interpreted in practice and how the concept of contemporary dictionary was developed. This work propose equivalents of two verbs, circuler and éloigner; extracts from the Prime French-Korean Dictionary, as compared how the Grand Robert and the Trésor de la langue française organize meanings

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Gonzales, Karen Liliana Osorio. "Um estudo sobre a paráfrase em redações de vestibular." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-08102014-181151/.

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Este estudo tem por objetivo investigar o procedimento parafrástico em redações de vestibular com base na hipótese de que nos textos analisados os distintos tipos de procedimentos parafrásticos empregados permitem vislumbrar diferentes concepções de língua no ensino da escrita. Desse modo, as reformulações do tipo paráfrase discursiva produzidas pelos escreventes, a partir dos posicionamentos históricos presentes nos textos da coletânea, constituem um mecanismo dialógicoargumentativo. O trabalho se fundamenta no conceito de paráfrase proposto pela corrente teórica da Análise do Discurso de linha francesa. De forma específica objetiva-se: a) investigar a ocorrência das chamadas paráfrase linguística e paráfrase discursiva em redações de vestibular em que a proposta de escrita é direcionada pelos textos da coletânea; b) analisar a paráfrase discursiva tomando-a como um procedimento dialógico-argumentativo no texto dissertativo; c) apontar razões para as ocorrências de reformulações parafrásticas encontradas. A presente investigação partiu de uma amostra de 205 redações das quais 137 apresentaram ao menos uma paráfrase de uma das filiações sócio-históricas veiculadas nos textos da coletânea fornecida na prova de redação do vestibular da FUVEST/2006. Das 137 redações que exibiram formulações em relação de paráfrase com os textos da coletânea, 77 delas apresentaram paráfrases do tipo linguística e 60 paráfrases do tipo discursiva. Os resultados obtidos mostraram que, de fato, na produção do texto dissertativo a reformulação parafrástica do tipo paráfrase discursiva funciona como um mecanismo argumentativo na articulação das formações discursivas veiculadas pelos escreventes. Nessas redações verificou-se que a paráfrase discursiva atualiza os discursos dos textos da coletânea nas novas condições de produção. Por sua vez, constatou-se que a reformulação parafrástica do tipo paráfrase linguística constitui um elemento que compõe o quadro das condições de produção da escrita escolar, o que tomamos como um indicador de que, nesse tipo de procedimento parafrástico, a concepção normativa da língua orientou a maioria dos escreventes
This paper aims to investigate paraphrastic procedures in university application essays based upon the hypothesis that distinct types of paraphrastic procedures allow discerning different conceptions of language. Therefore, the discoursive paraphrastic reformulation produced by candidates, as a consequence of historical positions displayed in a collection of texts provided as required writing starters, constitutes a dialogical/argumentative process. The study adopts the concept of paraphrase proposed by the French School of Discourse Analysis. Specifically, the study aims to: a) investigate the occurrence of linguistic and discoursive paraphrases in admissions essays in which the writing proposal is directed by a collection of texts; b) analyze the discoursive paraphrase as a dialogical-argumentative procedure; c) indicate reasons of the presence of found paraphrases. The present investigation initiated with a set of 205 essays, from which 137 exhibited at least one paraphrase of one historical filiation introduced by the collection of texts provided in the examination essay of FUVEST (University of São Paulos entry exam) in the year of 2006. The results obtained demonstrate that in the essay writing the discoursive paraphrase in fact works as an argumentative process in the articulation of the discourse formations presented by the candidates. In these essays it was verified that the paraphrastic process modifies the source discourses in the new conditions of the discoursive productions. On the other hand, the results suggest that the paraphrastic reformulation of the linguistic type constitutes an element that forms the conditions of language production in the school, which we consider an indicator that this type of paraphrase derived from the prescriptive conception of language rules the majority of the applicants writings. From the 137 essays that exhibited paraphrases of the collection of texts, 77 displayed paraphrases of the linguistic type and 60 paraphrases of the discoursive type

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Aristote, Arnzen Rüdiger. "Aristoteles' "De anima" : eine verlorene spätantike Paraphrase in arabischer und persischer Überlieferung : arabischer Text nebst Kommentar, quellengeschichtliche Studien und Glossare /." Leiden : K. Brill, 1998. http://catalogue.bnf.fr/ark:/12148/cb37702035p.

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Berolli, Cristiano. "LʼEncomio di Sant' Anastasio di Gigio di Pisidia : Studi filologici e letterari sulla prosa filosoficoagiografica greca tardoantica (V-VII sec. d.C.)." Thesis, Paris, EPHE, 2016. http://www.theses.fr/2016EPHE4031.

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Lʼobjectif de cette étude est de saisir le but dʼun discours hagiographique, en fondant lʼanalyse sur la tradition, lʼauteur, le style et le public de certains textes de l'Antiquité tardive. Les auteurs de ces textes, écrits en prose grecque et illustrés par lʼÉloge de Saint Anastase de Georges de Pisidie, suivaient les préceptes de la rhétorique et réélaboraient les canons de la littérature hagiographique. La thèse est divisée en cinq chapitres. Le premier trace une histoire de la réécriture et montre lʼévolution de la technique paraphrastique entre le sixième et le septième siècle après J.-C. Lʼanalyse se prolonge jusqu'aux soixante-dix Miracles de Cyr et Jean par Sophrone de Jérusalem et à lʼÉloge de Saint Anastase par Georges de Pisidie, une métaphrase des actes du martyre, dont le but était de propager les victoires de lʼEmpire chrétien contre la Perse. Dès le deuxième chapitre, lʼattention se concentre uniquement sur lʼÉloge, dont une première traduction italienne est proposée. Le troisième chapitre traite de la diffusion du culte de Saint Anastase après son martyre, advenu le 22 janvier 628 après J.-C. Le quatrième chapitre se focalise sur la technique utilisée par Georges pour réécrire les actes du martyre de Saint Anastase. Le dernier chapitre analyse la structure de lʼÉloge, en essayant de montrer les points où la prose de Georges suit les préceptes de la rhétorique ancienne tardive. Ce travail espère ainsi souligner lʼimportance de lʼÉloge dans la production panégyrique de Georges, dans le contexte de lʼhistoire littéraire du septième siècle après J.-C. et, plus généralement, de lʼAntiquité tardive
The aim of the thesis is to understand the purpose of an hagiographic discourse, basing the analysis on the tradition, the author, the style and the public of certain texts. These texts (exemplified by the Encomium of Saint Anastasius by George of Pisidia) were written in Greek prose during the period of Late Antiquity and Early Byzantium. Their authors increasingly tended to follow the precepts of rhetoric and to rework the canons of hagiographic literature. The thesis is divided into five chapters. The first traces the history of rewriting and shows the evolution of the paraphrastic technique between the sixth and seventh centuries AD. The analysis extends up to the seventy Miracles of Cyrus and John by Sophronius of Jerusalem and to the Encomium of Saint Anastasius by George of Pisidia, a metaphrase of the acts of martyrdom, whose aim was to propagate the victories of the Christian Empire against Persia. From the second chapter, the attention is focused only on the Encomium, of which is offered a first Italian translation. The third chapter is a discussion on the spread of the cult of Saint Anastasius, after his martyrdom on January 22, 628 AD. The fourth chapter focuses on the technique used by George to rewrite the acts of the martyrdom of Saint Anastasius. The last chapter analyzes the structure of the Encomium, trying to highlight the points where the prose of George seems to follow more closely the dictates of late antique rhetoric. It is hoped with this to emphasize the importance of a text as the Encomium, within the panegyric production of George of Pisidia, but also the literary history of the seventh century AD and, more generally, of Late Antiquity

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Christiani, Shaun. "Erratic Subject Didactics : a Study of Conditions Antecedent to Secondary Education Reform and Their Effects on Social Science Didactics." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20694.

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This paper studies how changing political, economic, and social conditions in and related to Sweden affected its secondary education policy and the role that social science didactics plays. By analyzing Swedish secondary school curricula, the related social science syllabus, education act, and corresponding organizational documents, the causes for, and context of education reform become clear. The school’s purpose is to impart general abilities and knowledge that all persons will require to function in society and maintain democracy, equality, and international solidarity. Additionally, the school is found to conform to the same template, values, and norms as the economic and political aspects of globalization and modern democratic society. The school subject that wholely addresses general knowledge, civil abilities, and democratic values is found to be social science. Engaging social issues as a didactical tool, social science teaching imparts in students democratic values and the civil abilities to participate in society. Through the quality assurance of evaluations, knowledge requirements emerged as a policy for providing students with the opportunity to learn at one’s capacity. By meeting its knowledge requirements, social science produces students who are stewards of democratic values that, by participating in the community, contribute to social development in every venture during life after school.

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Benoteau-Alexandre, Marie-Eve. "Figures des psaumes : genèse, poétique et herméneutique des traductions claudéliennes des psaumes." Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040136.

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Cette étude est consacrée aux traductions de psaumes que Paul Claudel compose entre 1918 et 1953. Une édition critique et scientifique met en lumière les aspects génétiques et éditoriaux de cette entreprise peu connue. Elle est le fondement nécessaire à l'étude interne qui, s'appuyant sur une confrontation systématique avec le texte de la Vulgate qui sert de base à la traduction claudélienne, met au jour le fonctionnement à la fois poétique et herméneutique de ces textes. La traduction claudélienne des psaumes se situe en effet à la frontière de divers genres (traduction biblique, traduction poétique, commentaire exégétique, méditation spirituelle, poésie) et l'étude de cette imbrication permet d'apporter un éclairage nouveau sur les rapports que Claudel tisse avec l'univers de la Bible. Loin de former un corpus unifié et homogène, ces textes montrent au contraire une évolution du mode de traduction, vers une disjonction du texte claudélien avec la lettre biblique. L'hypothèse soutenue est que cette déhiscence est à mettre au crédit d'une réflexion sur le statut à la fois herméneutique et poétique de la figure, qui permet de faire se rejoindre l'exégèse figurative patristique et médiévale, dont Claudel hérite par le biais de la liturgie, et le régime figural propre à la littérature. Les Psaumes, à la fois texte poétique par excellence et voix privilégiée de la prière chrétienne, seraient ainsi le lieu où réaliser l'alliance du littéraire et du spirituel
This thesis concentrates on Paul Claudel's translations of the Psalms, composed between 1918 and 1953. A critical and scientific approach reveals the historical and literary aspects of this little known project. Such an analysis is the necessary basis for a profound study that reveals both the poetical and hermeneutical process of these texts through a systematic comparison with the Latin text of the Vulgate, on which Claudel's translation relies. The Claudelian translation of the Psalms truly stands at the intersection of various genres – biblical translation, poetical translation, exegetical commentary, spiritual meditation, poetry – and studying these interlinking elements helps shed new light on Claudel's relationships with the Bible and its influence. Far from producing a united and homogenous corpus, these texts demonstrate an evolution in the way the process of translation yields a disjunction between the Claudelian text and the biblical one. My hypothesis is that this separation results from Claudel's analysis of both the hermeneutical and poetical status of the figure, that enables the linking of the patristic and medieval figurative exegesis – which he inherits through the liturgy – with the figural regime proper to literature. As both poetical texts par excellence and the privileged expression of Christian prayer, the Psalms are thus the juncture where literature and spirituality coincide

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Morais, Argus Romero Abreu de. "LÃngua, discurso e identidade(s): quem Ã o jovem excluÃdo para o Projovem Urbano?" Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8050.

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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
Pretendemos neste trabalho analisar a constituiÃÃo da identidade do jovem excluÃdo no discurso da inclusÃo social do Programa Nacional de InclusÃo de Jovens â ProJovem Urbano. Quanto aos pressupostos teÃricos e metodolÃgicos, apoiamo-nos na AnÃlise do Discurso, em especial, em Courtine (1981), Maingueneau (1997, 2007, 2008), Orlandi (1996, 2007) e Possenti (2004, 2007). No caso de Courtine (1981), apropriamo-nos, particularmente, das suas discussÃes acerca das sequÃncias discursivas de referÃncia (SDR), como forma de segmentar as passagens do corpus para a anÃlise, e de suas contribuiÃÃes para o entendimento do repetÃvel na linguagem, ou seja, da parÃfrase. No tocante a parÃfrase e a sua relaÃÃo com as teorias discursivas, as discussÃes de Maingueneau (1997, 2007, 2008), Orlandi (1996; 2007) e Possenti (2004, 2007) foram fundamentais. Devido Ã complexidade do objeto de pesquisa, ampliamos o horizonte teÃrico por meio de leituras interdisciplinares, em que nos voltamos para as diferentes Ãreas, a saber, as CiÃncias da EducaÃÃo, a Sociologia e a Economia. Os debates que envolvem polÃticas pÃblicas, educaÃÃo, modelos econÃmicos e identidades foram realizados nessa interrelaÃÃo de campos de estudos. No Ãmbito das identidades, destacamos as contribuiÃÃes de Bauman (2008) e Hall (2003). Quanto Ã anÃlise, selecionamos, do corpus, constituÃdo pela ResoluÃÃo nÂ 22 de 26 de maio de 2008, do Conselho Deliberativo (2008) pelos Manuais do Educador (2008, 2009) e pelos Guias de Estudo (2008, 2009) do ProJovem Urbano, doze sequÃncias discursivas de referÃncia (SDR). A relaÃÃo parafrÃstica estabelecida entre essas sequÃncias nos possibilitou averiguar a antagonizaÃÃo entre as identidades do jovem incluÃdo e do jovem excluÃdo, os parÃmetros utilizados pelo enunciador para o estabelecimento da identidade do sujeito ideal e, por fim, as estratÃgias discursivas utilizadas para tornar eficiente a dispersÃo da identidade do jovem excluÃdo.
In this work we aim to analyze the identity constitution of young students who are excluded from society and who belong to a program of social inclusion called ProJovem Urbano - Inclusion National Program for Young Adults. The theory and methodology are based on Discourse Analysis, especially on Courtine (1981), Maingueneau (1997, 2007, 2008), Orlandi (1996, 2007) and Possenti (2004, 2007). Concerning Courtine (1981), we particularly rely on his discussions about discursive sequences of reference as a form to segment the passages of the corpus to be analyzed, as well as on his contributions to comprehend the paraphrase, that is what can be repeated in language. About the paraphrase and its relations with discursive theories, the discussions of Maingueneau (1997, 2007, 2008), Orlandi (1996, 2007) and Possenti (2004, 2007) were of a fundamental importance. Because of the complexity of our research object, it was necessary to enlarge our theoretical horizon through interdisciplinary readings, focusing on other different areas as Educational Sciences, Sociology and Economics, debating public politics, education, economic models and identities in the interrelation of these different areas. About the identities, we emphasize Baumanâs (2008) and Hallâs (2003) contributions. About the analysis, we selected twelve discursive sequences of reference from the corpus, which are constituted by the Resolution number 22 from the 26 of May, 2008, by the Educator Manuals and by ProJovem Urbano Study Guides. The paraphrasal relations established in these sequences led us to investigate the antagonization between the identities of the excluded and of the included young adults, as well as the patterns used by the enunciator to establish the identity of the ideal subject, and the discursive strategies used to make efficient the dispersion of the excluded young adult identity.

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47

Kim, Mi-Jin. "Comparative Analysis of the Musical Distortion in Kaikhosru Sorabji’s and Vladimir Horowitz’s Piano Paraphrases Based on Bizet’s Opera Carmen." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699924/.

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This study focuses on a comparative analysis of two piano paraphrases, Pastiche on Habanera from ‘Carmen’ by Kaikhosru Sorabji and Variations on a Theme from Bizet’s ‘Carmen’ by Vladimir Horowitz. These compositions idiomatically distort the original material in a manner that was not explored up to the moment of their respective conception. They expose each composer’s free compositional approach, reflecting musical freedom rooted in the originality of their musical thinking. The aesthetic uniqueness of these two compositions strongly stimulates and justifies academic interest to explore their technical construction, musical differences, and artistic significance. This study proposes to undertake a comparative study of these two compositions, analyzing (1) aspects of the musical character, which are linked with embellishment, or rearrangement of original material, and (2) differences in performance approach based on recorded examples and critical observations by others of the performances of these works by Sorabji and Horowitz.

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Nilsson, Michael. "Textbooks and Alternative material : positive and negative aspects." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-782.

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This study is about what three teachers and three students in an upper secondary school in southern Sweden consider to be the positive and negative aspects of teaching/learning English with textbooks and alternative material respectively. The focus in the study is to compare the teachers’ perspectives and the students’ perspectives, and the method used is in-depth interviews.

The results showed that the teachers and the students shared many similar opinions about textbooks and alternative material as well as providing some differerent ones. All of the teachers emphasized the fact that teaching with textbooks saves them a lot of time. One of the teachers had her own opinion about textbooks. She claimed that they idealize western cultures and perspectives which is negative because students get a false picture of the world. Moreover, the majority of the teachers found it good to work with alternative material because they can use current topics which do not exist in textbooks. However, they believed that it takes too much time to work exclusively with alternative material because the workload becomes too big for them.

The majority of the students enjoyed working with textbooks due to the fact that they know exactly what to do from time to time and can work in advance when they like to. However, all of the students found it boring that textbooks never contain current topics. All the students liked to work with alternative material because of interesting topics and the possibility of choosing topics themselves. Considering the negative aspects of alternative material one student said that a lot of the material on the Internet is unreliable. Moreover, another student believed that it takes too much time to work with alternative material because he has to ask more questions about the various alternative projects.

There were some connections between my results and previous studies on the topic. Moreover, both the teachers and the students interviewed in this study had positive and negative opinions about textbooks and alternative material which is interesting.

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JÃnior, Silvio Roberto Dias da Silva. "The outsider gift:anthropological didactics applied to teacher training." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19773.

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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior
Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
The present work was thought and initially structured from my immersion (that took the classroom as field of research) in the discipline of Internship in Teaching of Higher Education, in my formative trajectory as Master in Education. Seeks to describe and reflect on the impact of the methodology developed by Professor Bernadette Beserra in the teaching of discipline Anthropology of Education, Faculty of Education. I will refer to the teaching strategies developed over the course as Anthropological Didactic and one of the objectives of this study is precisely to strengthen and develop this concept, in addition to conducting a defense of its application to teacher training. Emphasize the need to show such a method because it was impressive to follow the "transformation" of most students in the brief period of one semester. They arrived theoretically unprepared and ended discipline with a more complex understanding of reality, through the seizure of anthropological theory and its application in everyday practice (as in the production of daily, for example), to the ability to generate understanding of themselves as subjects socially located (self-knowledge), their professional practices and their place in society and the university field. Finally, they learned the content proposed by the discipline, something that should be unexceptional in quality education, since it is simply the teacher do their work and teach what propose to your students, and not to a small group interested because the holder of a privileged cultural capital. Thus, taking as main sources Pierre Bourdieu (which shows the universal case of the relationship between agents, the symbolic domination and the educational field), Jesse Souza (which brings the power relations in dispute in Brazil and its influence on our self-understanding) and Bernadette Beserra (responsible for lessons in discipline accompanied by the method and the necessary contribution to the analysis and understanding of the academic field in which is located the research), and supported in the theory proposed by Elias and Scotson, I defend the idea that, if we really want to transform reality, it is necessary that the teacher sees himself as a subversive, as someone who does not want to belong to the well located institutional positions (except for their subversive use), involving a whole range of subjection to interested collective pressures and end up keeping the model of domination to which we are subject in the world capitalist game, but to assume a position of critical analysis of social reality and confront the harmful practices that limit our technological, economic and social possibilities of development, taking short, conscious of oustider condition, which can not be discouraged by different forms of restriction attempt of thought and social control imposed by established in various fields of human social relations.
O presente trabalho foi pensado e inicialmente estruturado a partir de minha imersÃo (que tomou a sala de aula como campo de pesquisa) na disciplina de EstÃgio em DocÃncia do Ensino Superior, em meu percurso formativo como Mestre em EducaÃÃo. Busca descrever e refletir sobre o impacto da metodologia desenvolvida pela professora Bernadete Beserra no ensino da disciplina Antropologia da EducaÃÃo, do curso de Pedagogia. Referir-me-ei Ãs estratÃgias didÃticas desenvolvidas ao longo da disciplina como DidÃtica AntropolÃgica e um dos objetivos deste estudo Ã justamente aprofundar e desenvolver este conceito, alÃm de realizar uma defesa de sua aplicaÃÃo Ã formaÃÃo de professores. Destaco a necessidade de evidenciar tal mÃtodo porque foi impressionante acompanhar a âtransformaÃÃoâ da maioria dos alunos no breve perÃodo de um semestre. Eles chegaram despreparados teoricamente e terminaram a disciplina com uma compreensÃo mais complexa da realidade, atravÃs da apreensÃo da teoria socioantropolÃgica e de sua aplicaÃÃo na prÃtica cotidiana (como na produÃÃo de diÃrios, por exemplo), atÃ a capacidade de gerar entendimento de si enquanto sujeitos socialmente localizados (o autoconhecimento), de suas prÃticas profissionais e de seus lugares na sociedade e no campo universitÃrio. Enfim, aprenderam o conteÃdo proposto pela disciplina, algo que deveria ser corriqueiro numa educaÃÃo de qualidade, visto que se trata simplesmente do professor fazer seu trabalho e ensinar o que propÃe a seus alunos, e nÃo a um pequeno grupo interessado porque detentor de um capital cultural privilegiado. Assim, tomando por fontes principais Pierre Bourdieu (que apresenta o caso universal da relaÃÃo entre agentes, a dominaÃÃo simbÃlica e o campo educacional), JessÃ Souza (que traz as relaÃÃes de poder em disputa no Brasil e sua influÃncia em nossa auto compreensÃo) e Bernadete Beserra (responsÃvel pelas aulas na disciplina acompanhada, pelo mÃtodo e pelo aporte necessÃrio Ã anÃlise e compreensÃo do campo acadÃmico no qual se localiza a pesquisa), e apoiado na teoria proposta por Elias e Scotson, defendo a ideia de que, se realmente quiser transformar a realidade, Ã preciso que o professor enxergue a si mesmo como um subversivo, como alguÃm que nÃo queira pertencer Ã posiÃÃes institucionais bem localizadas (a nÃo ser para o uso subversivo das mesmas), que envolvem toda uma gama de sujeiÃÃes Ãs pressÃes coletivas interessadas e acabam por manter o modelo de dominaÃÃo ao qual estamos sujeitos no jogo capitalista mundial, mas que assuma uma posiÃÃo de anÃlise crÃtica da realidade social e de enfrentamento das prÃticas nocivas que limitam nossas possibilidades de desenvolvimento tecnolÃgico, econÃmico e social, assumindo, enfim, uma condiÃÃo consciente de oustider, que nÃo se deixa abater pelas diferentes formas de tentativa de cerceamento do pensamento e controle social impostas pelos estabelecidos nos mais variados campos das relaÃÃes sociais humanas.

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Schopf, Christiane, Andrea Raso, and Michael Kahr. "How to give effective explanations: Guidelines for business education, discussion of their scope and their application to teaching operations research." Gesellschaft für Fachdidaktik e. V, 2019. http://epub.wu.ac.at/6969/1/RISTAL_Schopf_Raso_Kahr_END.pdf.

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Giving effective instructional explanations is one of the most important teacher competences. Recent di dactic literature provides, however, little insight on teacher explanations. In our previous work we devel- oped guidelines for designing comprehensible explanations in the field of business (teacher) education, which are along general lines transferable to other subject areas and target audiences. In this article, we first compare our guidelines to the state of research in general and mathematics didactics. We then in vestigate their applicability to teaching operations research at university level, based on interviews with professors of the international operations research community.

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