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Sardier, Anne. "Construire la compétence lexicale : quelle place en didactique pour le cotexte ?" Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAL013/document.
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Nous cherchons dans ce travail à mieux saisir la construction de la compétence lexicale chez de jeunes collégiens. Notre propos prend appui sur des recherches en sémantique lexicale et en didactique du lexique qui prônent l'étude du rôle de la dimension syntagmatique du lexique dans l'analyse lexicale. Nous faisons l'hypothèse qu'un enseignement du lexique axé sur l'étude explicite de la structure du co-texte des unités lexicales peut favoriser la construction de la compétence lexicale. Nous proposons une réflexion didactique basée sur les approches intégratives de la lexicologie contemporaine. Nous revenons sur le concept de compétence pour proposer notre propre définition de la compétence lexicale, objet de notre recherche. Nous délimitons le co-texte qui est pour nous constitué des co-occurrents fréquents, employés dans la même phrase que l'unité lexicale étudiée. Dans une perspective didactique, nous proposons ensuite une structuration grammaticale du co-texte.À partir de ce cadre, notre protocole consiste à tester un dispositif didactique envisageant l'enseignement organisé et systématique du lexique. Nous testons ce dispositif dans deux classes de 6ème (11-12 ans). Dans une classe l'enseignement explicite de la structure du co-texte est proposée, tandis que dans l'autre sont pratiqués divers exercices extraits de manuels scolaires. Nous évaluons au terme d'une année scolaire en classe de 5ème l'impact de cet enseignement sur le développement de la compétence lexicale. L'analyse montre que les sujets qui ont bénéficié d'un enseignement explicite de la structure du co-texte ont eu tendance à s'appuyer davantage que les autres sur le co-texte pour leur calcul du sens. Les résultats obtenus au terme d'une année suggèrent que l'étude explicite de la structure du co-texte entraine des effets à un double niveau. D'une part, les élèves s'approprient une nouvelle stratégie d'interprétation des unités lexicales, cet exercice de métacognition leur permet ainsi de mieux comprendre le fonctionnement du système pour contrôler l'inférence, et de développer par là leur compétence lexicale. D'autre part, l'enseignant approfondit aussi sa connaissance de l'organisation du lexique, ce qui favorise l'intégration des structures sémantiques, morphologiques et syntagmatiques en didactique du lexique. Au regard de ces résultats et dans le cadre de la formation d'enseignants, nous présentons alors des pistes didactiques concrètes d'enseignement du lexiqueWe seek in this research to better understand the construction of the lexical competency in young pupils. Our purpose is based on research in lexical semantics and in didactic that advocates the study of the role of the syntagmatic dimension of the lexicon in lexical analysis. We assume that vocabulary teaching focusing on the explicit study of the structure of the co-text of lexical units can encourage the construction of the lexical competency. We propose a didactic reflection based on integrative approaches of contemporary lexicology. We study the concept of competency in order to propose our own definition of the lexical competency, the subject of our research. We describe the co-text that is done, for us, of the frequent co-occurrence used in the same sentence as the unit studied. In a didactic perspective, we then propose a grammatical structuration of the co-text.From this framework, our protocol our protocol consists in testing a didactic device considering an organized and systematic teaching of the lexicon. We test this device in two 6th grade classes (11-12 years). In one class, the explicit teaching of the co-text structure is proposed, while in the other class various exercises taken from textbooks are practiced. We evaluate at the end of a school year, in the 5th grade class, the impact of this teaching on the development of the lexical competency. The analysis shows the subjects who received explicit instruction of the co-text's structure tended to rely on the co-text more than the others in their search of sense. The results obtained after a year lead us to consider that the explicit study of the co-text structure causes effects on two levels. On the one hand, the pupils use a new strategy for interpreting the lexical units, this exercise of metacognition allows them to better understand the functioning of the system in order to control the inference, and thus develop their lexical competency. On the other hand, the teacher also deepened his knowledge of the organization of the lexicon, which promotes the integration of the semantic, morphological and syntagmatic structures. In view of these results, and as part of teacher training, we present consequently concrete didactic courses of teaching lexicon
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Silva, Lígia Fabiana de Souza. "Língua e cultura em sala de aula: o ensino das expressões idiomáticas para estudantes de português como língua materna." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8162/tde-17082018-172838/.
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O presente trabalho tem como objetivo analisar de que maneira o conhecimento/desconhecimento das expressões idiomáticas interfere na compreensão de textos que as utilizam como recurso para construção de sentidos. Tal investigação justifica-se pelo fato de os alunos da etapa inicial do Ensino Fundamental II (especificamente sexto ano) apresentarem dificuldades na leitura de textos que tenham tais expressões, já que essas unidades lexicais apresentam forte carga cultural, demandando que os usuários da língua empreendam conhecimentos lexicais e culturais para compreendê-las. Para o desenvolvimento desta pesquisa, elaboramos uma proposta de intervenção didática e a aplicamos aos alunos de duas turmas de sextos anos de uma escola municipal de cidade de São Paulo. Os resultados de tal intervenção forneceram-nos corpus para analisarmos o nível de conhecimento das expressões idiomáticas que os alunos apresentavam antes da intervenção didática, o percurso de desenvolvimento da competência lexical ao longo da produção das atividades e os resultados do trabalho após a etapa final da intervenção. A partir dos resultados obtidos, observamos que o ensino sistematizado do léxico é uma estratégia que acarreta consequências positivas tanto em relação à competência lexical quanto às competências leitora e discursiva.The present work aims to analyze in which way idioms knowledge/ignorance interferes in the comprehension of texts that use them as a resource for the construction of meanings. This investigation is justified due to the fact that students of the initial stage of Elementary School II (specifically sixth year) present difficulties when reading texts that have such expressions, since these lexical units present a strong cultural background, demanding that the users of the language undertake lexical and cultural knowledge to understand them. For the development of this research, we elaborated a didactic intervention proposal and applied it to students from two sixth grade classes of a municipal school in the city of São Paulo. The results of such intervention provided us with corpus to analyze the level of knowledge of the idioms acknowledged by the students before the didactic intervention, the development of lexical competence throughout the production of the activities, and the results after the intervention final stage. From the results obtained, we observed that the systematized teaching of the lexicon is a strategy that has positive consequences both in relation to lexical competence and to the reading and discursive competences.
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Chou, Kam-ngan, and 曹錦顏. "The learning of Chinese lexicon by providing primary one pupils with essential learning experiences =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37642935.
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Moser, Janelle Nicole. "Bringing the lexical approach to TAFL: Evaluating the primary lexicon in Part One of the Al-Kitaab fii Ta'allum Al-'Arabiyya Arabic as a Foreign Language textbook series." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/292701.
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This study proposes two models for exploring the lexical contents of Part One of the most popular Arabic as a Foreign Language textbook series, Al-Kitaab fii Ta'allum Al-`Arabiyya. Through the lens of a word families framework, this study hypothesizes on the contents and arrangement of the L2 Arabic mental lexicon after completing the textbook. Through counting lexemes, lemmas, and word family members, it is possible to gain insight into the quantity of vocabulary items present within the textbook outside of traditional measures like the triconsonantal root. Through a frequency-based framework, this study analyzes textbook vocabulary items in light of the 5,000 most frequent lemmas in the language from a corpus of 30 million tokens from A Frequency Dictionary of Arabic (Buckwalter and Parkinson: 2011). A comparison between textbook vocabulary and frequency data points to the relationship between the vocabulary studied by AFL learners and the most widely used forms in the language as a whole. While this study gives special consideration to frequency data up to the 3,000 word level, the sheer amount of lexical knowledge necessary for reading Arabic newspapers and novels necessitates integration of frequency-derived data at even the novice level. A lexical and frequency-based approach to AFL instruction and curriculum design may prove helpful in decreasing the decidedly large vocabulary burden (Nation: 1990, cited in Young: 2011) for learners of Arabic as a Foreign Language.
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Juffs, Alan. "Learnability and the lexicon in second language acquisition : Chinese learners' acquisition of English argument structure." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41626.
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This thesis investigates the knowledge of semantics-syntax correspondences in second language acquisition (SLA) within the Principles and Parameters framework. A parameter of semantic structure is proposed to account for crosslinguistic syntactic differences between two previously unrelated, and superficially distinct, verb classes: change of state locatives and 'psychological' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the proposed parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on representation transferred from the L1, it is shown that L1 influence may persist until quite advanced stages of acquisition. The implications of the results are discussed for the parameter setting model of SLA.
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Burrill, Jennifer H. "Development of an English For Gospel Purposes Vocabulary List: the Latter-Day Saint Lexicon as a Second Language." Diss., CLICK HERE for online access, 1995. http://patriot.lib.byu.edu/u?/MTAF,15589.
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Nagumo, Simone Fernandes Felippe. "Nippongo - relatos do cotidiano e da língua nikkei num livro didático de japonês do Brasil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-13032018-104036/.
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O objetivo deste trabalho foi o de apresentar e analisar os livros de 1 a 4 da série didática Nippongo, o primeiro livro de ensino da língua japonesa produzido no Brasil após a segunda guerra mundial, cuja idealização e elaboração teve um grande envolvimento da comunidade de imigrantes japoneses radicados no país. Projeto concebido após a derrota do Japão na guerra, quando os planos e sonhos dos imigrantes japoneses de retornar à sua terra natal foram destruídos e decide-se pela fixação no Brasil, o livro didático Nippongo reflete esse período de mudanças na vida dos japoneses e seus descendentes, os nikkei. Todo esse peso da história que o livro carrega foram discutidos em diversos textos acadêmicos e não acadêmicos. Este trabalho vai se limitar ao livro didático em si e aos livros de 1 a 4. A apresentação do Nippongo que pretendemos fazer neste espaço visou revelar o material ao olhar do presente, não para discutir sua adequação e eficiência pedagógica, ou não, mas para enxergar nele os reflexos do cotidiano dos nipônicos e, principalmente, da língua japonesa aqui usada e aquela a ser ensinada , em sua relação com o ensino do idioma no contexto particular do período compreendido entre meados dos anos de 1950 e meados de 1960. Definimos pela análise somente dos primeiros quatro livros da série devido à intençao explicitada, dos autores, de incorporar relatos do cotidiano dos estudantes crianças e jovens nikkei , muitas vezes narrados com a voz de uma criança. E também devido à inserção de palavras portuguesas, adaptadas à fonética japonesa e grafadas em fonossílabos katakana. Embora interessante do ponto de vista linguístico, essas palavras, que são uma característica de um japonês do Brasil o qual será designado koronia go posteriormente foram introduzidos apenas para tornar os textos familiares aos estudantes nikkei e seriam substituídas por equivalentes do japonês original.The objective of this study was to present and analyze the books 1 to 4 of the Nippongo didactic series, the first Japanese language teaching book produced in Brazil after World War II, whose idealization and elaboration had a great involvement of the immigrant community Japanese people living in the country. Project conceived after the defeat of Japan in the war, when the plans and dreams of the Japanese immigrants to return to their homeland were destroyed and decided by the fixation in Brazil, the textbook Nippongo reflects this period of changes in the life of the Japanese and its Descendants, the nikkei. All this weight of the story that the book carries was discussed in several academic and non-academic texts. This study analyzes only books 1 to 4. The presentation of Nippongo that we intend to do in this space aimed to reveal material to the present, not to discuss its adequacy and pedagogical efficiency, or not, but to see in it the reflexes of the daily life of the Japanese and especially the Japanese language used here - and that to be taught - in its relation to the teaching of language in the context of the period between the mid-1950s and mid-1960s. We have defined by analysis only the first four books of the series due to the explicit intention of the authors to incorporate accounts of the daily life of the students - children and young nikkei -, often narrated with the voice of a child. and, due to the insertion of Portuguese words, adapted to Japanese phonetics and written in Katakana phonosyllables. Although interesting from a linguistic point of view, these words, which are a characteristic of a Japanese language from Brazil - which will be called koroniago later - were introduced only to make the texts familiar to nikkei students and would be replaced by equivalents of the original Japanese.
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Kraut, Rachel Elizabeth. "The Development of Second Language Reading and Morphological Processing Skills." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/596121.
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Decades of research have shed light on the nature of reading in our first language. There is substantial research about how we recognize words, the ways in which we process sentences, and the linguistic and non-linguistic factors which may affect those processes (e.g. Besner & Humphreys, 2009). This has led to more effective pedagogical techniques and methodologies in the teaching of L1 reading (Kamil et al., 2011). With the ever-increasing number of L2 English speakers in U.S. schools and universities, research in more recent has begun to investigate reading in L2. However, this field of inquiry is not nearly as robust as that of L1 reading. Much remains to be explored in terms of how L2 readers process words, sentences, and comprehend what they read (Grabe, 2012). The studies in this dissertation add to the growing body of literature detailing the processes of L2 reading and improvement in L2 reading skills. The first two studies will focus on a topic that has sparked lively discussion in the field over the last 10 years or so: the online processing of L2 morphologically complex words in visual word recognition. Article 3 discusses the effects of a pedagogical intervention and the ways in which it may influence the development of second language reading. Broadly, the studies in this dissertation will address the following research questions: (1) how do L2 readers process morphologically complex words? (2) Is there a connection between their knowledge of written morphology and their ability to use it during word recognition? (3) What is the role of L2 proficiency in these processes? (4) How does extensive reading influence the development of L2 reading skills? Many studies of L2 word processing have been conducted using offline methods. Accordingly, the studies in this dissertation seek to supplement what we know about L2 morphological processing and reading skills with the use of psycholinguistic tasks, namely, traditional masked priming, masked intervenor priming, and timed reading. Secondly, this collection of studies is among the few to explore the relationship between online processing and offline morphological awareness, thereby bridging the two fields of study. Thirdly, unlike most studies of online processing, the data from this dissertation will be discussed in terms of its implications for the teaching of L2 morphologically complex words and L2 reading skills. Thus, this dissertation may be of interest to those working in L2 psycholinguistics of word recognition and sentence processing as well as ESL practitioners.
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McEleney, Sarah Nicole. "La influencia del conocimiento de otras lenguas en la identificación de palabras en español L2: Un estudio de los modelos BIA y BIA+." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248105154.
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Fujarra, Eliane Nunes Pereira. "Leitura significativa: a força a palavra na reconstrução dos conhecimentos do produtor-leitor." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/14180.
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This paper follows the Research Line Reading, Writing and Teaching, in interface with Research Line History and Description of Portuguese, from the Program of Pos-Graduated Studies of Portuguese, from the Pontifical Catholic University of São Paulo and has focus on the lexicon- grammatical forms of the Brazilian language as the basis of textual process: a non-linguistic knowledge investment of linguistics. It was presumed the textual production strategies are the same when considering the production movements of senses produced by reading written texts, or written texts, or written by reading process. This work privileges, the production movements produced by reading in order to evaluate the proficient reader as well as the need to re-contextualize teaching practices of the Brazilian native language in Elementary and High School. The start point of this research was focused to a study of reading concepts and ways of reading from XVIII, XIX and XX centuries and pointed out to a) the development of a reader unassociated to the writer as these social roles were considered professions and not the basis for practicing citizenship b) two kinds of unassociated reading: an intensive one and an extensive one that anticipate the press development, respectively. The paper also aimed to re-contextualize these concepts suggesting as the general goal to discover the transmutation process of text product to text-process by processing active information of lexicon- grammatical signs that linguistically organize the textual microstructure in order to change it to the macrostructure. In this matter, the research professor, based on the significant reading: the one that decodes while makes the content understandable, allowing the reader to interpret it. The used procedures for that were granted by the inter-textual and inter-discursive principles and indicate the results: a) the learners increase of previous knowledge and encyclopedia information; b) the need of considering that the support of significant reading is the reading/re-reading process from the same text ( intensive method) associated to others of the same thematic identity ( extensive method); c) the practice of teaching reading will one be significant if settled and base on interdiscipline . It is considered that this paper shows the basis of a pedagogic reading development touched by the lexicon-grammatical pedagogy that focus teaching the used language
A Dissertação está situada na Linha de Pesquisa Leitura, Escrita e Ensino, numa interface com a Linha História e Descrição da Língua Portuguesa, do programa e Estudos Pós-Graduados da Pontifícia Universidade Católica de São Paulo e tematiza as formas léxico-gramaticais do idioma brasileiro como fundamentos dos processos de textualização: investimento de conhecimentos linguísticos pelos não linguísticos. Tomou-se por pressuposto o fato de as estratégias de produção textual serem as mesmas quer sejam consideradas em relação aos movimentos de produção de leituras de textos escritos, ou de escritos de leituras. Privilegiaram-se os movimentos de produção de sentidos e reconstrução dos conhecimentos pelo produtor leitor desencadeados pelo ato de leitura, de modo a colocar em questão a formação do leitor proficiente, bem como a necessidade de recontextualizar as práticas de docência do professor de língua materna de escolas do Ensino Fundamental e Médio. O ponto de partida da pesquisa esteve configurado para uma abordagem das concepções de leitura e modos de ler do século XVIII, XIX e XX e apontou para: a) uma formação de leitor dissociada daquela do escritor, pois esses papéis sociais eram interpretados como profissões e não como fundamento para a prática de cidadania; b) para duas modalidades de leitura, dissociadas entre si: uma intensiva e outra extensiva que, respectivamente, antecederam ao desenvolvimento da imprensa. Buscamos, ainda, recontextualizar essas concepções, propondo como ler significativamente um texto transmudando-o de texto-produto em texto-processo por meio do processamento de informações ativado pelos sinais léxico-gramaticais que organizam linguisticamente a macroestrutura, de modo a convertê-la em microestrutura. Nesse sentido, o professor-pesquisador valeu-se da leitura significativa do corpus escolhido para esta pesquisa para reconstruir as proposições explícitas da base do texto pelas implícitas, de sorte a se valer da leitura significativa: aquele que faculta decodificação compreendendo para poder interpretar. Os procedimentos adotados, para tanto foram assegurados pelos princípios da intertextualidade e interdiscursividade e apontam como resultados: a) a extensão de conhecimentos prévios dos saberes dos aprendentes; b) o suporte da leitura significativa se qualificar pela leitura-releitura de um mesmo texto (modalidade intensiva), associado a outros que mantêm com ele identidade temática (leitura extensiva); c) a prática de docência de leitura só será significativa se fundada e fundamentada na interdisciplinaridade. Entende-se que a pesquisa apresenta matrizes para a construção de uma pedagogia léxico- gramatical que focaliza o ensino de língua em uso
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Cruz, Élida Conceição Santos. "Leitura, léxico e ensino : estratégias de leitura nos manuais de língua portuguesa." Universidade Federal de Sergipe, 2010. https://ri.ufs.br/handle/riufs/5716.
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The teaching of Portuguese in Brazil has been, since the 70s of the twentieth century, the subject of discussions about the need for improvement in the way the curricula have been
proposed and the contents have been discussed as well, what can be proved based on the long years of studies that emphasize the methodological, linguistic and ideological aspects, seeking alternatives to, at least, soften the historic educational crisis. Our research was aimed at the discussion of the "crisis of reading" and, consequently, the "crisis of the reader," as a subject capable of (re) constructing knowledge through the ability to take off by different space-time
dimensions, which go beyond the "here "and" now "of enunciation, as it is a complex issue which affects not only the process of teaching and learning a language and other disciplines, but especially the conditions for effective participation of these individuals as agents capable of changing the social reality. Taking into consideration the socio-cognitive and interactive linguistic of reading and some aspects of lexicology in the textual-discursive perspective, we
seek to promote a reflection on the reader-text relation, which could contribute to the discussion on the polemic reading process and analyze, in the reading activities proposed by the Portuguese language textbooks selected by us, the extent to which such textbooks facilitate the formation of critical-reflective readers through the lexicon as a mediator between linguistic and nonlinguistic knowledge. According to the PCN, we go through three historical
axes on the theme, taking the fundaments of the processes of discipline and schooling of reading in Brazil, according to the principles of the school subjects history, in the reading
practices proposed by Chartier and in the major approaches of the linguistic studies. This route allowed us to point out some shortcomings in the processes of interpreting and
understanding texts proposed in the Portuguese language textbooks: their reading practices remain oriented in a decoder and impoverishing perspective of the reading act, as they consider the lexical element to a limited extent, isolated, as a mere pretext for working just on the vocabulary of the text, instead of using it dynamically in order to activate other
knowledge, what makes the reader predict the onset theme of the text from the lexical units, emphasizing the reader's world knowledge in the process of understanding the text. Moreover, we detected that the exercises which were analyzed did not favor the criticism, the drawing of inferences, the discovery of new meaning effects generated from the lexicon, and the discursive game. They did not allow the construction of the historicity of the texts and the
ideologies of the process of understanding as well. As a result, we dare to say that the student will hardly become able to reach the level of understanding that affects the functioning of the ideological and socio-cultural text, achieving only the level of repeatable, objectivity,
essentialism, in case of not surpassing this mistaken reading / understanding practice as simple meaning decoding and reproduction which have already been placed and legitimized.O ensino de Língua Portuguesa no Brasil tem sido desde os anos 70, do século XX, alvo de discussão acerca da necessidade de melhoria na forma como vêm sendo propostos os currículos e abordados os conteúdos, prova disso são longos anos de estudos que priorizam aspectos metodológicos, linguísticos, ideológicos na busca de alternativas para, ao menos, amenizar a histórica crise educacional. Nossa pesquisa discute a crise da leitura e, consequentemente, a crise do leitor , enquanto sujeito capaz de (re)construir conhecimentos pela habilidade de deslocar-se por diferentes dimensões espácio-temporais, que ultrapassam o aqui e agora da enunciação, visto tratar-se de uma questão complexa que afeta não apenas o processo de ensino-aprendizagem da própria língua e de outras disciplinas, mas principalmente as condições de efetiva participação desses sujeitos como agentes transformadores da realidade social. Baseando-nos, portanto, em modelos da Linguística sócio-cognitiva e interacional da leitura em diálogo com alguns aspectos da Lexicologia na perspectiva textual-discursiva, buscamos promover uma reflexão acerca da relação leitortexto, que pudesse contribuir com a discussão sobre o tão polemizado processo de leitura e verificar, nas atividades de leitura propostas pelos manuais de língua portuguesa por nós selecionados, em que medida tais livros didáticos viabilizavam a formação do leitor críticoreflexivo por intermédio do léxico como elemento mediador entre conhecimentos linguísticos e não-linguísticos. Com base nos Parâmetros Curriculares Nacionais (PCN), percorremos três eixos históricos sobre o tema, fundamentando-nos nos processos de disciplinarização e escolarização da leitura no Brasil, segundo pressupostos da história das disciplinas escolares, nas práticas de leitura propostas por Chartier e nas principais abordagens dos estudos lingüísticos sócio-cognitivos e interacionais. Esse percurso nos possibilitou apontar algumas lacunas nos processos de interpretação e compreensão de textos propostos nos compêndios da Língua Portuguesa: suas práticas de leitura permanecem orientadas numa perspectiva decodificadora e empobrecedora do ato de ler, visto considerarem o elemento lexical de forma limitada, isolada, como mero pretexto para se trabalhar simplesmente o vocabulário do texto, quando poderia utilizá-lo de forma dinâmica para ativação de outros conhecimentos, fazendo o leitor prever o desencadeamento temático do texto e sua progressão semântica, a partir das unidades léxicas, enfatizando com isso o conhecimento de mundo do leitor no processo de compreensão do texto. Além disso, detectamos que os exercícios analisados não privilegiaram a criticidade, a elaboração de inferências, a descoberta de novos efeitos de sentido gerados a partir do léxico, e do jogo discursivo, assim como não possibilitaram a construção da historicidade dos textos e de suas ideologias constitutivas do processo de compreensão. Em decorrência disso, ousamos afirmar que o aluno dificilmente se tornará capaz de chegar ao nível de compreensão, que atinge o funcionamento ideológico e sócio-cultural do texto, ficando apenas no nível do repetível, do objetivo, do essencialismo, caso não se supere essa prática equivocada de leitura/compreensão, como simples decodificação e reprodução de sentidos, já instituídos e legitimados.
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Benhe, Nelson. "La place de l'enseignement du lexique du FLE au Mozambique : études sur les supports, démarches et compétences." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0314.
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Cette thèse est l’aboutissement d’une étude visant à comprendre la place accordée aux contenus lexicaux dans l’enseignement du français langue étrangère (FLE) au Mozambique, dans un processus qui intègre les universités qui forment les futurs professeurs du FLE, et des lycées où ces derniers exercent leur métier à l’issue de leur formation supérieure. Le corpus de la recherche est composé par 3 (trois) volets, à savoir (i) les supports utilisés aussi bien à l’université que dans les lycées, notamment les programmes d’enseignement et les manuels officiels, ces derniers utilisés dans l’enseignement secondaire ; (ii) les vidéos des pratiques enseignantes dans les universités et dans les lycées ; et (iii) les tests de connaissances lexicales que nous avons fait passer aux apprenants. Nous avons fait appel à la grille de Théophanous (2004) pour analyser le volume et la disposition des contenus lexicaux dans les manuels. Cette grille est un outil spécialement conçu pour étudier la manière dont les manuels du FLE présentent les contenus lexicaux. L’analyse des démarches de l’enseignement du lexique a été effectuée grâce à la Théorie de l’Action Conjointe du Didactique (TACD) et nous nous sommes appuyés sur le logiciel Iramuteq pour mesurer le volume de prise de parole en classe. Enfin, le dépouillement des tests de connaissance lexicale a été effectué manuellementThis thesis is the culmination of a study to understand the place given to lexical contents in French teaching as a foreign language (FLE) in Mozambique, in a process that integrates the universities that train the future FLE teachers, and secondary schools where they practice their profession at the end of their higher training.The research corpus consists of 3 (three) strands, namely (i) the materials used in the University, as well as in secondary schools, including teaching programs and official manuals; (II) videos of teaching practices in universities and secondary schools; and (iii) the lexical knowledge tests carried out by students. We used the Théophanous grid (2004) to analyze the volume and organization of lexical contents in textbooks. This grid is a tool specially designed to study how the FLE manuals present the lexical contents. The analysis of the methods of lexicon teaching was carried out through the theory of joint action of didactics (TACD), and we used the IRAMUTEQ software to measure the flow of interaction in the classroom. Finally, the correction of the lexical knowledge tests was done manually
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Miranda, Alessandra Magda de. "Relações semântico-lexicais e a coesão textual: contribuições para o ensino da escrita." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/6435.
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Previous issue date: 2014-03-18Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Due to discussions about the relationship between the textual-discursive theories and the daily practice of Portuguese language teaching, this paper tries to reflect on the importance/relevance of the knowledge of the semantic-lexical relations for the creation of texts, thus highlighting the need for the Portuguese language teachers contemplate, in their classes, activities which include the study of the lexicon, especially when working with writing. Therefore, we supposed that: 1) Great part of the problems in textual cohesion, verified in High School students written texts, have been justified due to the absence of classroom activities which contemplate/explore the several relations of meaning established between the lexical units and their function in the textual architecture; 2) If activities which include the study of lexicon, as an essential element for text organization, are suitable approached in the teaching and learning process of the native language, students will be able to present better results when working with writing. Aiming to confirm, or maybe not, these hypotheses, we have chosen, as research locus, two groups from E.E.E.F.M. CAIC José Joffily, a public school in the city of Campina Grande, Paraiba, where we work as a Portuguese teacher and we proposed to: verify the importance of the lexical knowledge to textual cohesion; check the possibility of working the study of lexical relations connected to the work of text production in the classroom; present the results of the contribution of the lexical knowledge to text production through the comparative analysis of the texts produced by the students before and after the activities which include the study of the lexicon. Therefore, we have adopted the didactic sequence procedure as a didactic-methodological tool, according to Dolz, Noverraz and Schneuwly (2004). So, our study is a qualitative research which has been developed by means of an action research based on the theoretical assumptions of Semantics and Applied Linguistics. The analyses undertaken during this study have confirmed the motivating hypotheses of the research and confirm the relevance of implementing activities which include the study of the lexicon associated with the teaching of writing.
Tendo em vista as discussões a respeito da relação entre as teorias textuais-discursivas e a prática cotidiana do ensino de Língua Portuguesa, neste trabalho, buscamos refletir acerca da importância/relevância do conhecimento das relações semântico-lexicais para a elaboração textual, evidenciando, consequentemente, a necessidade de o professor de Língua Portuguesa contemplar, em suas aulas, atividades de estudo do léxico, principalmente, ao trabalhar com a produção de textos. Para tanto, partimos das suposições de que: 1) Boa parte dos problemas de coesão textual, verificados em textos de alunos do ensino médio, justifica-se pela ausência de atividades, em sala de aula, que contemplem/explorem as diversas relações de sentido estabelecidas entre as unidades lexicais e a sua função na arquitetura textual; 2) Se atividades de estudo do léxico, enquanto elemento essencial à organização interna do texto, forem devidamente abordadas no processo de ensino-aprendizagem da língua materna, os alunos terão condições de apresentar melhores resultados no trabalho com a escrita. A fim de confirmar, ou não, essas hipóteses, elencamos como locus de pesquisa duas turmas da E.E.E.F.M. CAIC José Joffily, instituição da rede estadual de ensino, localizada no município de Campina Grande - PB, na qual atuamos como professora de Língua Portuguesa e propomo-nos a: verificar a importância do conhecimento lexical para a coesão textual; conferir a possibilidade de se trabalhar o estudo das relações lexicais, em sala de aula, articulado ao trabalho de produção textual; apresentar os resultados da contribuição do conhecimento lexical para a produção do texto através da análise comparativa entre os textos produzidos pelos alunos antes e depois das atividades de estudo do léxico. Para tanto, adotamos como ferramenta didático-metodológica o procedimento da sequência didática, conforme a proposta de Dolz, Noverraz e Schneuwly (2004). Nosso estudo constitui, portanto, uma pesquisa de cunho qualitativo desenvolvido por meio de uma pesquisa-ação realizada à luz dos pressupostos teóricos da Semântica e da Linguística Aplicada. As análises empreendidas ao longo deste estudo confirmam as hipóteses motivadoras da pesquisa e ratificam a relevância da execução de atividades de estudo do léxico associadas ao ensino de produção textual, pois revelam que houve um progresso considerável no desempenho dos alunos participantes da pesquisa tanto na realização das atividades ao longo da SD, como no estabelecimento da coesão nos textos produzidos ao final do trabalho.
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Oliveira, Elynne Gabrielle Moreira de. "Contribuições para o ensino-aprendizagem intercultural do português língua estrangeira (PLE) : a tessitura textual por formas remissivas lexicais." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/5677.
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This research deals with the local coherence by lexical remission, as one of the fundamental resources for teaching and learning Portuguese as a Foreign Language (PLE), through the Communicative approach with an intercultural bias for reading and text interpretation. It advocates that interlexical relations are the main responsible for the organization of linguistic and extralinguistic skills in order (re)build textual-discursive meanings. Based on the theoretical and methodological foundations of sociocognitive and interactional Textual Linguistics, interfaced with assumptions of Lexicology, the objective is to verify if the teaching manual “Bem-vindo! A língua portuguesa no mundo da comunicação”, whose target audience is the PLE learner, fulfills its didactic and pedagogical communicative proposal, whose unit of analysis is the text. Therefore, texts were selected from this manual, in order to verify the theoretical treatment concerning the teaching of reading and text interpretation, based on the procedures of textual coherence by remissive lexical forms. The results obtained by the corpus of analysis point to a high degree of inconsistency between the communicative proposal of the textbook and its effective theoretical and methodological work concerning texts for reading and interpretation purposes. The analyzes, using the resources of local coherence by remissive lexical forms, not only allow to identify such incongruity but also provide contributions to the teaching-learning PLE, in order to enrich the communicative approach associated with elements that offer new pathways for interculturality, mostly for providing the apprentice with (re)construction of other / new sociocultural representations, through the activation of social cognition marks and the mental models suited to the origin culture in interaction with socio-cognitive models and marks in target culture.Esta pesquisa trata da coerência local por remissão lexical, como um dos recursos fundamentais para o ensino-aprendizagem de Português Língua Estrangeira (PLE), pela abordagem comunicativa, com viés intercultural da leitura e interpretação de textos. Advoga-se que, as relações interlexicais são as principais responsáveis pela tessitura entre os conhecimentos linguísticos e não linguísticos para (re)construção de sentidos textuais-discursivos. Com base nos fundamentos teórico-metodológicos da Linguística Textual por um viés sociocognitivo e interacional, em interface com pressupostos da Lexicologia, objetiva-se verificar se o manual didático “Bem-vindo! A língua portuguesa no mundo da comunicação”, cujo público-alvo é o aprendiz de PLE, cumpre com sua proposta didático-pedagógica comunicativa, cuja unidade de análise é o texto. Para tanto, foram selecionados textos desse manual, com o intuito de verificar qual o tratamento teórico concernente ao ensino da leitura e interpretação dos textos, tomando-se como base os procedimentos da coerência textual por formas remissivas lexicais. Os resultados obtidos pela análise do corpus considerado apontam para um alto grau de incongruência entre a proposta comunicativa da obra e seu efetivo trabalho teórico-metodológico com os textos para fins de leitura e interpretação. As análises realizadas, utilizando-se dos recursos da coerência local por formas remissivas lexicais não só possibilitam identificar tal incongruência, como também oferecem contribuições para o ensino-aprendizagem de PLE, com vistas a enriquecer a abordagem comunicativa associada a elementos que propiciem novos percursos para a interculturalidade, principalmente porque facultam ao aprendiz a (re)construção de outras/novas representações socioculturais, por meio da ativação dos marcos de cognição social e dos modelos mentais característicos de sua cultu
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Santana, Maria de Fátima de. "A palavra e a construção de versões de mundo pelo ato da leitura." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/14412.
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Previous issue date: 2007-02-06Secretaria do Estado e Educação
This paper follows the Research Line History and Description of the Portuguese Language from the Program of Graduated Studies of Portuguese, from the Pontifical Catholic University of São Paulo in both aspects, system and use and has focus on the lexicon-grammatical forms of the Brazilian language as the basis of textual processes: a non-linguistic knowledge investment of linguists. Theoretical fundaments are from the Textual Linguistic, in the socio-cognitive-interactive aspect, focusing an interface with those from the Lexicology for an appropriate treatment of the used word. It was presumed the textual production strategies are the same when considering the production movements of senses produced by reading written texts, or written by a reading process. This work privileges the production movements produced by reading in order to evaluate the proficient reader as well as the need to re-contextualize teaching practices of the Brazilian native language in Primary Education and High School. The start of this research is the historical background which results indicate: a) the development of a reader unassociated to the writer as these social roles were considered professions and not the basis for practicing citizenship; b) two kinds of unassociated reading: an intensive one and an extensive one that anticipate and preceded the press development, respectively. The paper also aimed to re-contextualize these concepts suggesting as the general goal to discover the transmutation process of text-product to text-process by processing active information of lexicon-grammatical signs that linguistically organize the textual microstructure in order to change it to the macrostructure. In this matter, the research-professor, together with its students, has chosen to learn and reconstruct explicit propositions from the text basement by the implicit one to achieve a significant reading: the one that decodes while makes the content understandable, allowing the reader to interpret it. The used procedures for that where granted by the inter-textual and inter-discursive principles and indicate the results: a) the learners` increase of previous knowledge and encyclopedia information, b) the need of considering that the support of significant reading is the reading/re-reading process from the same text (intensive method) associated to others of the same thematic identity (extensive method); c) the practice of teaching reading will only be significant if settled and based on inter-discipline; d) schools have to work with projects other than reading programs. It is considered that this paper shows the basis of a pedagogic reading development touched by the lexicon-grammatical pedagogy that focus teaching the used language
A Dissertação está situada na Linha de Pesquisa História e Descrição da Língua Portuguesa do Programa de Estudos Pós-Graduados em Língua Portuguesa, da Pontifícia Universidade Católica de São Paulo quer na dimensão do sistema ou na do uso e tematiza as formas léxico-gramaticais do idioma brasileiro como fundamento dos processos de textualização: investimento de conhecimentos não lingüísticos pelos lingüísticos. Os fundamentos teóricos são aqueles da Lingüística Textual, na vertente sócio-cognitivo-interativa, focalizados numa interface com aqueles da Lexicologia, para um tratamento adequado da palavra em uso. Tomou-se por pressuposto o fato de as estratégias de produção textual serem as mesmas, quer sejam consideradas em relação aos movimentos de produção de sentidos desencadeados por leituras de textos escritos, ou de escritos de leituras. Privilegiaram-se os movimentos de produção de sentidos desencadeados pelo ato de leitura, de modo a colocar em questão a formação do leitor proficiente, bem como a necessidade de se recontextualizar as práticas de docência do professor de língua materna de escolas do Ensino fundamental e Médio. O ponto de partida da investigação realizada está configurado por uma perspectiva historiográfica, cujos resultados apontam para: a) uma formação de leitor dissociada daquela do escritor, pois esses papéis sociais eram interpretados como profissões e não como fundamento para a prática da cidadania; b) para duas modalidades de leitura, dissociadas entre si: uma intensiva e outra extensiva que, respectivamente, antecederam e precederam ao desenvolvimento da imprensa. Buscaram-se, ainda, recontextualizar essas concepções, propondo como objetivo geral descobrir como se dá a transmudação de um texto-produto em texto-processo por meio do processamento de informações ativadas pelos sinais léxico-gramaticais que organizam lingüisticamente a microestrutura textual, de modo a convertê-la em macroestrutura. Nesse sentido, o professor-pesquisador, em conjunto com seus alunos, optou por aprender a reconstruir as proposições explícitas da base do texto pelas implícitas, de sorte a se valer da leitura significativa: aquela que faculta decodificar compreendendo, para poder interpretar. Os procedimentos adotados, para tanto, foram assegurados pelos princípios da intertextualidade e interdiscursividade e apontam como resultados: a) a extensão de conhecimentos prévios e dos saberes enciclopédicos dos aprendentes; b) o suporte da leitura significativa se qualificar pela leitura-releitura de um mesmo texto (modalidade intensiva) associado a outros que mantêm com ele identidade temática (leitura extensiva); c) a prática de docência de leitura só será significativa se fundada e fundamentada na interdisciplinaridade; d) as escolas precisarem operar com projetos e não com programas de leitura. Entende-se que a pesquisa apresenta matrizes para a construção de uma pedagogia da leitura perpassada por uma pedagogia léxico-gramatical que focaliza o ensino da língua em uso
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Bidarmaghz, Raha. "Lexique et compétence lexicale dans le domaine de l’enseignement du FLE : enjeux fonctionnels et propositions didactiques." Electronic Thesis or Diss., Université de Lorraine, 2019. http://www.theses.fr/2019LORR0249.
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La thèse s’inscrit dans le domaine de l’enseignement du Français Langue Étrangère (FLE) et plus précisément de celui du lexique. Étant donné le caractère ouvert, multiple et complexe des unités lexicales, nous avons cherché à cerner ce domaine de compétences d’une part en nous appuyant sur la confrontation de modèles méthodologiques et de matériels didactiques, et d’autre part en circonscrivant un champ d’application. Le but est de parvenir à des propositions didactiques qui soient conformes aux objectifs d’enseignement et d’apprentissage du lexique en classe de FLE et qui s’inspirent des descriptions théoriques du système lexical qui nous ont paru les plus productives. La thèse comporte trois parties d’inégale importance. La première procède à un rappel historique des principales méthodologies du FLE. Nous partons de la notion d’éclectisme et d’hétérogénéité constitutive, empruntée à C. Puren (1988), pour souligner la variété et la complexité des pratiques d’enseignement elles-mêmes ainsi que des théories psychologiques et linguistiques qui les sous-tendent. De ce premier panorama émergent les travaux fondateurs de Gougenheim (1967) et Galisson (1979) pour leurs apports respectifs sur le vocabulaire effectif dans des situations ordinaires (Gougenheim) et ses déterminations culturelles (Galisson). Parallèlement à ces travaux, l’approche communicative de l’enseignement du FLE a surgi avec le Niveau Seuil (1976) élaboré dans le cadre du CREDIF par l’équipe d’un spécialiste des interactions verbales, E. Roulet. Nous concluons ce cadrage méthodologique par la comparaison de différents manuels de FLE, choisis pour leur exemplarité de tel ou tel courant. Les activités de vocabulaire ont été le fil rouge de nos observations de ces manuels. La deuxième partie est consacrée aux apports de la linguistique dans la description du lexique. Deux notions centrales ont guidé notre travail : la notion de construction et les emplois phraséologiques. Le concept de construction s’emploie ici avec deux sens distincts : le premier renvoie à la « construction du lexique » et aux mots « construits » et nous l’avons envisagé en privilégiant les opérations de dérivation. Les analyses de D. Apothéloz (2002, 2005) nous ont été précieuses. Le second sens de construction nous rapproche de la phraséologie : c’est l’acception qui réunit syntaxe et sémantique. Ce sont alors I. Novakova (2015), C. Cavalla & V. Labre (2009), I. González Rey (2002 ; 2014) et D. Legallois (2014) qui nous ont principalement inspirée. Dans le but de resserrer notre propos et d’éviter l’écueil des généralités théoriques, nous avons pris le parti d’une thématique lexicale. C’est celle que nous appelons « les situations de transaction commerciale » et que nous avons préférée à des choix plus fermés tels que « faire son marché » ou « acheter un billet d’avion ». Enfin, notre thèse se referme, dans sa troisième partie, sur des propositions didactiques où nous privilégions les échanges communicationnels et les discours de la vie quotidienne (la publicité). Nous y présentons des activités de classe qui restent à augmenter et étoffer avant d’être expérimentées. À côté de ces activités, nous nous interrogeons sur l’intérêt pratique pour un enseignant de constituer son recueil de documents et nous concluons sur la notion de seuil d’apprentissage valant pour la compétence lexicaleThe thesis is part of teaching French as a Foreign Language (FLE) and more specifically that of the lexicon. Given the open, multiple and complex nature of the lexical units, we sought to define this area of competence on the one hand by relying on the confrontation of methodological models and didactic materials, and on the other hand by circumscribing a field of 'application. The goal is to arrive at didactical propositions that are in line with the teaching and learning objectives of the lexicon in French as a foreign language and which are inspired by the theoretical descriptions of the lexical system which seemed to us the most productive. The thesis has three parts of unequal importance. The first is a historical review of the main methodologies of FLE. We start from the notion of eclecticism and constitutive heterogeneity, borrowed from C. Puren (1988), to emphasize the variety and complexity of the teaching practices themselves as well as the psychological and linguistic theories underlying them. From this first panorama emerge the founding works of Gougenheim (1967) and Galisson (1979) for their respective contributions on the effective vocabulary in ordinary situations (Gougenheim)and its cultural determinations (Galisson). Parallel to this work, the communicative approach of FLE teaching arose with the Threshold Level (1976) developed within the framework of CREDIF by the team of a specialist in verbal interactions, E. Roulet. We conclude this methodological framework by comparing different FFL textbooks, chosen for their exemplary of this or that current. The vocabulary activities have been the thread of our observations of these manuals. The second part is devoted to the contributions of linguistics in the description of the lexicon. Two central notions guided our work: the notion of construction and phraseological uses. The concept of construction is used here with two distinct meanings: the first refers to the “construction of the lexicon” and the words “built”, and we have considered it by favoring the derivation operations. The analyzes of D. Apothéloz (2002, 2005) have been invaluable. The second meaning of construction brings us closer to phraseology: it is the meaning that combines syntax and semantics. It was I. Novakova (2015), C. Cavalla & V. Labre (2009), I. Gonzalez Rey (2002; 2014) and D. Legallois (2014) who inspired us mainly. In order to narrow our point and to avoid the pitfall of theoretical generalities, we took the side of a lexical thematic. This is what we call "business transaction situations" and we prefer more closed choices such as "market" or "buy a plane ticket". Finally, our thesis closes, in its third part, on didactic propositions where we privilege the communication exchanges and the speeches of the everyday life (the publicity). We present classroom activities that remain to be expanded and expanded before being tested. In addition to these activities, we question the practical interest of a teacher in compiling his collection of documents and conclude on the notion of learning threshold valid for lexical competence
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Slusarczyk, Bernard. "Etudes longitudinales du lien entre performances rédactionnelles et performances orthographiques dans les productions écrites d'élèves du CE2 à la 6ème." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENH001.
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La thèse concerne l'étude de la relation entre les performances rédactionnelles et orthographiques dans le cas spécifique de la rédaction effectuée, en classe, par des élèves, au cours de leur scolarité du CE2 jusqu'à la 6ème de collège. Notre but est de vérifier si, dès le CE2, la relation entre les performances orthographiques et rédactionnelles est identique en langue française à celle évoquée dans la littérature anglo-saxonne pour la langue anglaise (McCutchen, 1995 ; Berninger, 1999 ; Fayol, 1999 ; Graham, 1999). Les modèles théoriques mobilisés sont ceux de la psycholinguistique développementale (modèles structuraux et fonctionnels de la rédaction), de la psychologie cognitive (théorie capacitaire) et de la linguistique (plurisystème graphique de l'orthographe française). La partie empirique est composée de deux études longitudinales. La première compare les productions écrites, à 3 ans d'écarts, de 79 élèves scolarisés en CE2 en 2001 puis en 6ème en 2004 ; la seconde étudie l'évolution des productions écrites de 173 élèves répartis sur 18 classes durant deux années scolaires, du début CE2 en 2006 à la fin du CM1 en 2008. Les résultats, reposant sur l'utilisation de méthodes d'analyse de corrélation, de régression, de modèles de croissance et de modèles multiniveaux montrent qu'au CE2, contrairement aux résultats concernant la langue anglaise, la performance rédactionnelle (qualité de texte) n'a pas de lien avec la quantité de texte et les performances orthographiques n'ont de lien avéré ni avec la quantité ni avec la qualité des récits produits. Ce lien se tisse seulement au cours de l'année de CE2. La partie prospective de notre étude montre que les pratiques d'enseignement du français dans les classes de CE2 entrent comme l'une des explications de la nature du lien entre performances lexicales et rédactionnelles (quantité de texte)The thesis concerns the study of the relationship between writing performance and spelling performance in the specific case of writing done in class by pupils from their third year in primary school to their first year in secondary school. Our aim was to determine whether, by the third year of primary school, the spelling and writing performance was the same in French as that reported for English in the English-language literature (McCutchen, 1995; Berninger, 1999; Fayol, 1999; Graham, 1999). The theoretical models used were those of developmental psycholinguistics (structural and functional models of writing), cognitive psychology (capacity theory) and linguistics (graphical plurisystem of French spelling). The empirical part comprises two longitudinal studies. The first compares written production collected at a three-year interval from 79 pupils first in their third year of primary school in 2001 and then in their first year of secondary school in 2004. The second studies the evolution of written production from 173 pupils in 18 classes during two school years, from the start of their third year in primary school in 2006 to the end of their fourth year in primary school in 2008. The results, based on the use of correlation and regression analysis methods and on growth and multilevel models, show that at the third year of primary school, unlike reported English language results, writing performance (text quality) was not linked to text quantity, and spelling performance was not demonstrably linked to either the quality or the quantity of the writing produced. This link forms only during the course of the third year of primary school. The prospective part of our study shows that how French is taught in the third year of primary school helps to explain the nature of the link between lexical performance and writing performance (text quantity)
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Elyildirim, Selma. "Lexical word combinations in EFL learning and teaching." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363457.
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Toro, Criollo Alejandro. "Le lexique mental dans l'enseignement du vocabulaire en FLE : le cas de l'acquisition du passé comosé par des apprenants hispanophones de français L3." Thesis, Dijon, 2016. http://www.theses.fr/2016DIJOL030/document.
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Cette recherche-action expérimentale présente la force qui manifeste le lexique mental dans l’enseignement du vocabulaire en FLE. Elle a été développée avec le groupe expérimental du français II du programme de lettres modernes à l’université du Quindío en Colombie. Les étudiants présentaient un faible niveau en français dans les activités orales et écrites. Le manque du vocabulaire a été un élément présent dans la production de la langue. Le but de cette recherche est d'améliorer l'acquisition du vocabulaire en français par le biais d'une série de séances d'apprentissage du passé composé en tenant compte les trois piliers de la connaissance des mots exprimés par Nation 2013 le sens la forme et l’utilisation et la théorie de Pinker 2011 sur les mots et les règles les ingrédients du langage et évaluer ces séances pour voir si elles ont affecté leur performance sur un test de français, examen final. Un pré-test et un post-test ont été appliqués, le premier a servi pour établir les problèmes qui avaient les étudiants en apprenant ce temps verbal, le second a mesuré les résultats obtenus après la fin des séances. Les résultats ont été comparés à ceux du groupe contrôle qui a eu un enseignement centré sur la grammaire. Les résultats obtenus suggèrent que les étudiants ont amélioré les compétences pour s’approprier de la forme, le sens et l’utilisation des verbes réguliers et irréguliers en français afin de réduire l’effet de fossilisation des erreurs ; récurrente des étudiants de tous les niveaux dans le programme. En conséquence, le groupe expérimental s’est mieux comporté dans l’examen final que le groupe contrôle et donc l’appropriation a été amélioréeThis research presents the force that manifests the mental lexicon in teaching vocabulary in French as a foreign language. This experimental action research was developed with the experimental French group II EG from the program of modern languages at the University of Quindio in Armenia City, in Colombia. Students presented a low level in oral and written French activities. The lack of vocabulary was a recurrent element in the expression of the language. The purpose of this research is therefore focused on improving vocabulary acquisition in French through a series of learning sessions of the French’s present perfect taking into account the three pillars of the knowledge of words expressing by Nation 2013 meaning, form and usage and Pinker 2011 theory about words and rules the ingredients of language and evaluate these sessions to see that so affected their performance on a test of French, final exam. A pre-test and post examination was conducted, the first served as background to establish the problems that had students in learning this tense, the second measured results obtained by students after completion of the respective sessions. Results were compared to a control group CG. Through this study, it was concluded that the sessions learning of the French’s present perfect improved their capabilities to internalize the form, the meaning and usage of both regular and irregular French verbs to reduce the effect of fossilization of an error that was a recurring of students at all levels in the modern languages program. As a result, the EG performed better in the final exam than the CG and thus the appropriation of the French present perfect was improved
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Levesque, Guy-Luc. "Lexico-Semantic Influence in Interlingual Transfer." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4771.
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The present study replicates research by Tomoko Takahashi (1984) on lexico-semantic patterns used by students in an acquisition poor environment. The purpose of the current study was to determine how an acquisition rich environment affects learners' use of four lexico-semantic patterns: congruence occurs when the Ll definition of a lexical item forms a one-to-one correspondence with the L2 lexical item; convergence occurs when the Ll lexical item has broader applications than the L2 lexical item; divergence occurs when the L2 lexical item has broader applications than the Ll lexical item; and semantic gap occurs when the Ll lexical item has no appropriate corresponding L2 lexical item (Takahashi, 1984). The instrument, a lexico-semantics test, is the same instrument used in Takahashi's study. It was designed to measure which patterns are most frequently used by Japanese EFL students learning English. The results, unlike Takahashi's, suggest that beginning and advanced ESL students use the four patterns equally well. No significant difference was found between the two groups. These results are contrary to what had been expected. However, they show that the proposed hierarchical order of difficulty of congruence, convergence, divergence and semantic gap is the same in both studies. The results also indicate that the acquisition· rich environment seems to dramatically improve beginners' performance of the four patterns. Since the instrument was designed for EFL students (an acquisition poor environment) it may not have fully challenged the advanced ESL students (an acquisition rich environment) while challenging the beginning students. This may have been due to the fact that the students in the present study received a great deal of input from the acquisition rich environment, which could account for their increased ability to restructure hypotheses about L2 vocabulary items. In conclusion, more studies are needed to determine the complete role of the four lexico-semantic patterns in vocabulary acquisition. An expanded follow up study that fully tests the advanced and beginning ESL learners' ability could determine whether both groups progress along a language continuum with respect to the use of the four lexico-semantic patterns. Furthermore, although the patterns may serve, in a limited capacity, as indicators of a learner's difficulties in vocabulary acquisition, a wider body of research is needed before they can be applied in a language learning environment.
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Calder, Maryna. "Self-assessment of lexical knowledge in second language vocabulary acquisition." Thesis, Swansea University, 2013. https://cronfa.swan.ac.uk/Record/cronfa43186.
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Leung, Yau-keung, and 梁有強. "Lexical networks and foreign language vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959623.
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Niu, Ruiying, and 牛瑞英. "Effects of collaborative output on Chinese EFL learners' lexical learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40888046.
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Jones, Adam. "Emerging Lexical Organization from Intentional Vocabulary Learning." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1949.
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The role that vocabulary learning plays in second language acquisition has been receiving increased attention from both teachers and researchers. However, there is still much that is not known about the processes through which new words become functioning components of the mental lexicon. This study used a word association test (WAT) to investigate how new words are initially integrated into the lexicon immediately after being studied for the first time. This initial lexical organization of new words was compared with the existing lexical organization of well-known items. In addition, this study investigated how sentence writing, thought to encourage deeper levels of processing, affected how the new words were initially integrated into the lexicon.
The participants in this study were 16 volunteers from an Intensive English Language Program. The participants first completed a vocabulary knowledge scale to assess if they knew the new vocabulary words. Then, the participants spent 20 minutes learning the words--either through writing sentences with the words or through choosing their own method of study. Immediately after the 20 minute learning period, the WAT was administered. The results of the WAT indicated that the new words were being organized into the lexicon through meaning-based connections just as the well-known words were. The majority of the meaning-based lexical organization was based on equivalent meaning connections such as synonymy or superordination. The sentence writing condition correlated with a decrease in meaning-based WAT associations for the new words, which indicated that sentence writing may have affected the lexical integration in unexpected ways. Finally, unanticipated WAT response patterns indicated that other contextual factors may have also influenced the responses.
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Kenworthy, Roger C. "Lexical signatures in the assessment of L2 writing." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678566.
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Jim, Mei-hang, and 詹美恒. "A study of lexical errors in Cantonese ESL students' writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31602812.
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Adinolfi, Lina. "The teaching and learning of lexical chunks in an online language classroom : a corpus-based study." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/340976/.
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The aim of this study is to establish what insights the tracking of both input and output might contribute to corpus-based analyses of the acquisition of chunks among instructed adult second language learners. The automated analysis of electronic corpora of natural language has played a major role in revealing the prevalence of conventionalised word sequences in human communication, thereby challenging predominant atomistic conceptualisations of linguistic processing. While the mastery of nativelike phraseology would appear to be central to second language acquisition, reports of instructed adult learners have commonly highlighted their deficiencies in employing multi-word sequences as compared to native speaker norms. A problem with such studies has been their product-orientated focus, the majority tending to conflate the attempts of multiple learners at a range of chunks, variously specified, at a single point in time, the absence of information as to their corresponding instructional input making it impossible to compare their performance against their levels of exposure to the formulas in question. What appears to be missing is an examination of patterns of acquisition among a set of learners in respect of the same chunk, in relation to input, and over time. The aim of this exploratory investigation is to attempt to fill this gap among existing studies of second language chunk acquisition in instructed learning contexts by providing a window on both the processes and products involved. Drawing on an especially created 170 000 word longitudinal corpus composed of online classroom interaction, the study tracks the oral exposure to and use of a single internally complex word combination of 36 learners on an Open University beginners’ Spanish course. The study uncovers a multifaceted picture of classroom input and output in respect of the same sequence and reveals that, while there is a correlation between frequency of overall exposure and the learners’ propensity to attempt the chunk, this masks considerable variation in the form these attempts take for each individual over time. These findings underline the need to look beyond an amalgamated snapshot of learners’ use of chunks and consider individual differences in recalling and reproducing specific exemplars in relation to exposure to these sequences, while inviting further investigation into the factors that underpin such variation and continued enquiry into those aspects of input that might usefully contribute to this process.
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Gomes, Isabel Endres. "Léxico e denúncia social: uma abordagem do conto Negrinha em aulas de língua portuguesa." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8162/tde-10122015-160308/.
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Considerando a formação do leitor proficiente em aulas de língua portuguesa, com o presente trabalho se propôs a elaborar uma sequência de atividades e aplicá-la em uma turma de 9º ano, do Ensino Fundamental II, em uma escola de rede pública estadual de ensino. Em seguida foi feita uma análise, com o intuito de demonstrar como a escolha lexical transmite a ideologia do autor do texto, assumindo, muitas vezes, um caráter de crítica e denúncia social. Para isso, foi utilizado o conto Negrinha, de Monteiro Lobato, como base do estudo em sala de aula. As práticas de leitura e análise desenvolvidas procuraram esclarecer como algumas palavras e expressões diferenciam as personagens e seus comportamentos, caracterizando-as como dominante e dominada, inseridas num contexto histórico-social. Nesse sentido, buscou-se evidenciar como o autor Monteiro Lobato valeu-se da escolha lexical para demonstrar a permanência da ideologia do regime escravocrata no conto Negrinha, mesmo depois da abolição. Como resultado, pode-se constatar que a compreensão dessas escolhas levam o discente ao desenvolvimento de suas habilidades leitoras e escritoras de maneira crítica e reflexiva, preparando-o para outras leituras, além do contexto escolar.Considering the proficient reader formation in Portuguese Language classes, this study proposed to develop an activities sequence and applies it in a 9th grade class of Second Elementary Teaching, in a State Public School. After that was made an analysis, with the goal to demonstrate how lexical choice conveys the author´s ideology, taking a several times a critical feature and a social denunciation. To this, Monteiro Lobato´s tale Negrinha, was used as a base to a classroom study. The reading practices and developed analysis sought to clarify how some words and expressions get differentiate the characters and their behavior, characterizing them as the dominant and dominated, including in a historical and social context. In this sense, it sought to show how the author Monteiro Lobato took advantage of lexical choice to demonstrate the permanence of the Negrinha´s tale slavery regime ideology, even after the abolition. As a result, it shows that the comprehension of these choices lead the students to develop their reading and writing skills in a critical and reflective way, preparing themselves for further reading, beyond the scholar context.
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Chan, Ming-kei Kevin, and 陳銘基. "The perception and production of lexical stress by Cantonese speakers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B39793886.
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Smallwood, Ian M. "Approaches to the teaching of vocabulary: theeffects of monolingual and bilingual presentation of lexical items onvocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958254.
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Yin, Zhaochun, and 尹照春. "The lexical inferencing of Chinese learners of English as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47752920.
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The primary purpose of this study is to explore the lexical inferencing of Chinese learners of English as foreign language in terms of the intent, the clue use, the procedure, the processing type, the adaptability, and the success of lexical inferencing as well as the subsequent lexical knowledge acquisition. All together 781 Chinese EFL learners at four stages of English learning (senior secondary year-2, tertiary beginning, tertiary middle, and tertiary final) participated in this study. 726 respondents answered a questionnaire of lexical strategies to unknown words in reading and clue use in lexical inferencing. 55 participants thought aloud the process of inferring the meaning of 12 target words while reading an article, and reported their knowledge of target words in a surprise test one week after the think-aloud activity.
Data collected from the questionnaire were analyzed quantitatively to rank various lexical strategies and types of clue use. The think-aloud protocols of lexical inferencing were analyzed qualitatively to identify the type and amount of clue use, the event sequence of lexical inferencing, the processing type & adaptability, and the outcome of lexical inferencing. Their subsequent knowledge of target words was coded and analyzed. All these items of lexical inferencing also were processed quantitatively to explore the overall view of Chinese EFL learners‘ lexical inferencing, and the similarities & differences of learners at different stages.
The findings reveal that Chinese EFL learners frequently used a number of lexical strategies, and lexical inferencing was the most frequently used. They used various types of clues, especially sentence meaning, morphology, and discourse meaning in their lexical inferencing. Some features of clue use, such as abundant imagined morphological clue and L1 grammar clue, revealed the impact of the Chinese language. There were also some variations in the clue use of learners at different stages. The results of this study show that major lexical inferencing procedure was ‘Guess > Accept’ at senior secondary stage and ‘Guess > Evaluate > Accept’ at three tertiary stages. There was an obvious upward shift of processing type from the ‘pure top processing’ of senior secondary to more advanced processing of tertiary stages. The overall adaptability of Chinese EFL learners‘ lexical inferencing was not high. There was an increasing tendency of high adaptability from the stage of senior secondary to tertiary final. The findings show that one fourth of lexical inferencing outcomes were ?Correct‘, while one third were ?Partially Correct‘. There was an increase tendency of ‘Correct‘ or ?Partially correct’ inferences and vocabulary knowledge acquisition from senior secondary stage to tertiary final stage. Measurable vocabulary knowledge was acquired in lexical inferencing.
Further explorations reveal that Chinese EFL learners‘ procedural & declarative knowledge might potentially explain the performances of their lexical inferencing.
This study culminates with some pedagogical implications for vocabulary learning and reading, and some suggestions for further research on lexical inferencing.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Yamamoto, Monica Jessica Aparecida Fernandes. "A abordagem lexical no ensino sistematizado e explícito do léxico para aprendizes de língua japonesa em contexto de ensino regular e como disciplina obrigatória." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-06022018-100522/.
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A Abordagem Lexical (LEWIS, 1993) se distingue por conferir ao léxico a posição de elemento central no processo de ensino-aprendizagem de uma língua estrangeira. É constituída por princípios que propõem reavaliar a importância do léxico e o tipo de tratamento dado a esse elemento pelos professores e aprendizes durante o processo de aprendizagem da língua-alvo. De fato, esse elemento da língua tem um alto valor, uma vez que perpassa as quatro habilidades linguísticas, configurando-se em fator determinante para a comunicação. No entanto, a complexa natureza multifacetada das palavras e a realidade fluida do léxico dificulta a aprendizagem, acarretando em defasagem da competência lexical. O objetivo desta pesquisa é verificar as contribuições do ensino sistematizado e explícito de vocabulário norteado pelos princípios da Abordagem Lexical para a aprendizagem do léxico em língua japonesa, a curto e longo prazo, tanto quantitativamente quanto qualitativamente. Buscamos averiguar se complementar a aquisição incidental com o ensino sistematizado e explícito do léxico norteado pelos princípios da Abordagem Lexical contribui para o desenvolvimento da competência lexical do aprendiz de língua japonesa. Se sim, de que forma e em que medida? Trata-se de uma pesquisa empírica, de natureza aplicada, descritiva, com abordagem quantitativa e delineamento quase-experimental. Para responder ao problema de pesquisa, realizou-se um experimento com duas turmas do sexto ano do Ensino Fundamental II de uma escola particular da região da Grande São Paulo. Um grupo de participantes compôs o grupo experimental e outro o grupo controle. Elaborou-se uma sequência didática desenvolvida nos dois grupos, com a adição de quatro intervenções pedagógicas elaboradas com base nos princípios da Abordagem Lexical apenas no grupo experimental, sendo elas: a) uma aula sobre o conceito de chunks e outra sobre os tipos de itens lexicais; b) exercícios complementares com foco lexical; c) atividades complementares com foco lexical; e d) elaboração de um caderno lexical. Logo após o término da sequência didática e trinta dias depois, os participantes de ambas os grupos responderam ao teste VKS (Vocabulary Knowledge Scale) (WESCHE; PARIBAKHT, 1993). Os dados coletados passaram por um tratamento estatístico e foram analisados descritivamente. Realizou-se também uma análise das respostas escritas, visando identificar evidências de um possível efeito das intervenções pedagógicas no desempenho dos aprendizes. Os resultados das análises indicaram que o grupo experimental teve um desempenho superior ao grupo controle. Com base nisso, concluiu-se que o ensino sistematizado e explícito norteado pelos princípios da Abordagem Lexical contribuiu para o desenvolvimento da competência lexical do aprendiz de língua japonesa no contexto de ensino contemplado nesta pesquisa.The Lexical Approach (LEWIS, 1993) is distinguished by giving the lexicon the central element position in the teaching and learning process of a foreign language. It consists of principles that propose to reevaluate the importance of the lexicon and the type of treatment given to this element by teachers and learners during the process of learning the target language. In fact, this element of the language is important, since it pass through the four linguistic abilities, being configured in determinant factor for the communication. However, the complex multifaceted nature of words and the fluid reality of the lexicon make learning difficult, resulting in a lag of lexical competence. The aim of this research is to verify the contributions of systematized and explicit vocabulary teaching guided by the principles of the Lexical Approach to lexical learning in Japanese, in the short and long term, both quantitatively and qualitatively. We seek to ascertain whether complementing the incidental acquisition with the systematized and explicit teaching of the lexicon guided by the principles of the Lexical Approach contributes to the development of the lexical competence of the Japanese language learner. If so, how and to what extent? It is an empirical research of applied nature, descriptive, with quantitative approach and quasi-experimental design. In order to answer the research problem, an experiment was carried out with two classes of the sixth grade of Elementary School II of a private school in the region of Greater São Paulo. One group of participants was the experimental group and the another was the control group. A didactic sequence developed in both groups was elaborated, with the addition of four pedagogical interventions elaborated based on the principles of the Lexical Approach only in the experimental group, which were: a) a class on the concept of chunks and another on the types of lexical items; b) complementary exercises with lexical focus; c) complementary activities with lexical focus; and d) development of a lexical notebook. Shortly after the end of the didactic sequence and thirty days later, participants in both groups responded to the VKS (Vocabulary Knowledge Scale) test (WESCHE; PARIBAKHT, 1993). The data collected underwent to a statistical treatment and were analyzed descriptively an analysis of written responses was also carried out to identify evidence of a possible effect of pedagogical interventions on the performance of learners. The results of the analyzes indicated that the experimental group performed better than the control group. Based on this, it was concluded that systematized and explicit teaching guided by the principles of the Lexical Approach contributed to the development of lexical competence of the Japanese language learner in the context of teaching contemplated in this research.
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{275572}竞 and Jing Cai. "An integrated genre-based approach to scaffolding novice academic writers : genre awareness, academic lexical phrases and student uptake." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198828.
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In EFL contexts like China where research and application of findings in the field of English for Academic Purposes (EAP) is still in its infancy, graduate students are in urgent need of support in developing their academic literacy, especially in terms of academic writing and research article writing skills under the forces of globalization of education. This study sets out to develop a contextualized EAP genre-based approach to scaffold novice academic writers and examine its impact through assessment tasks and analysis of students’ uptake. The theoretical traditions of ESP research article (RA) genre analysis (e.g. Swales, 1990, 2004; Swale & Feak, 2004) and lexical bundle studies (e.g. Biber & Barbieri, 2007; Hyland, 2008)are drawn upon and two dimensions of building blocks of academic discourse are conceptualized: the top-down dimension (i.e., genre schematic structuring) and the bottom-up dimension(i.e. general and move-specific academic lexical phrases). Then, the Sydney School genre-based Teaching and Learning Cycle and corpus-informed explicit bundle instruction were incorporated into the ESP genre-based framework to generate a new theoretical and pedagogical model taking into consideration the needs of the local context. In order to evaluate this innovative course thoroughly in a natural and intact classroom, careful triangulations of data were achieved. A mixed-methods programme evaluation framework was developed with two major components, namely an intervention study and individual case studies.
In terms of the average gains of the whole class, there was significant improvement in the receptive test of knowledge of genre and bundles after the course. In addition, the instruction significantly narrowed the achievement gap among the high, mid and low starting level students. Most importantly, the increase in the appropriate use of lexical phrases in rewriting suggests the effectiveness of the course in enabling active production. Regression analysis further indicated a strong relationship between the development of bundle knowledge and that of genre and genre-specific features.
The rich descriptions of the two student cases delineate the different learning trajectories of learners of distinct starting levels. Although the low starting level learner showed much slower in-class uptake, her active engagement and integration of knowledge in the rewriting task by drawing on various resources has increased her understanding of the RA genre. The high starting level learner with satisfactory in-class uptake, however, suffered from lots of textual borrowing in writing due to her high expectation of academic content but lack of corresponding genre and linguistic competences. The fact that both learners exhibited a strong lack of basic linguistic resources to verbalize their sophisticated thinking in the rewriting task pointed to the importance of developing the linguistic aspects in the initial stage of genre knowledge development in EFL contexts, which has been neglected in previous studies focusing on ESL contexts. The careful investigation of the instructional context has led to detailed discussions of a few prominent issues in the pedagogical design, in particular, the importance of focusing on the role of “task” in curriculum and pedagogical design in future research of genre-based pedagogy.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Smallwood, Ian M. "Approaches to the teaching of vocabulary : the effects of monolingual and bilingual presentation of lexical items on vocabulary acquisition /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778464.
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Zhao, Ting. "Processing of L2 words in bilingual children and adults : predictors, patterns, and tendencies." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:22b9fdb7-f394-497f-9e9b-84b1544459ab.
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Within the context of foreign language learning, very little research has examined how learners process second language (L2) words in terms of which variables best predict their processing speed and which mechanisms best characterize bilingual lexical processing. The present study set out to address this gap by using a range of learner and lexical variables (such as vocabulary size, word length, and age of acquisition) as points of reference against which to identify the best predictors of children’s and adults' L2 lexical processing, and by comparing response latencies across stimulus conditions so as to identify the processing pattern specific to each age group. Thirty-nine primary-aged and 94 university-level Chinese learners of English performed a picture-naming task in English and then in Chinese, and then completed a Chinese-to-English task. The researcher analyzed and estimated how those learner and lexical variables predicted the recorded response latencies by means of multiple regression and structural equation modeling, and made cross-stimulus-condition comparisons with the use of analysis of variance. The results suggested that different aspects of vocabulary knowledge contributed significantly to predicting children's and adults' processing speed, and that shorter processing time was significantly and directly predicted by the younger age at which an L2 word was learned and its higher degree of word typicality. Both lexical association and conceptual mediation were present in L2 lexical processing irrespective of learners' age but in general the later an L2 word is learned, the greater the likelihood that the word is lexically accessed and processed. These results illustrate the crucial role that language experiences and conceptual structures play in influencing the ease or difficulty with which L2 lexical items are retrieved, and reflect the complexities and dynamics involved in processing bilingual lexicons. These findings will be discussed within the context of the role of research and theory in developing evidence-based pedagogical practice with a specific reference to vocabulary acquisition in children and adults learning foreign languages within input-limited contexts.
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Li, Carrie, and 李嘉麗. "Is lexical richness an essential criterion in judging a piece of writing?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959635.
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Hadjioannou, Adamantia. "The role of corpus linguistics in a lexical approach to college level English-as-a-foreign-language pedagogy." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2791.
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This project offers methods for English-as-a-foreign-language (EFL) undergraduate students to improve their English skills following a lexical approach to language incorporating the methodology of corpus linguistics research.
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Chiu, Monica Fan Fan. "Lexical cohesion in expository writing: Will a study of the similarities between an English and Chinese paragraph be helpful to ESL students?" CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/713.
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Sowers, Andrew Michael. "Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3970.
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Research has shown that cognates between Japanese and English have the potential to be a valuable learning tool (Daulton, 2008). Yet little is known on how Japanese learners of English produce cognates in context. Recently, studies have argued that cognates can cause a surprisingly high number of syntactic errors in sentence writing activities with Japanese learners (Rogers, Webb, & Nakata, 2014; Masson, 2013). In the present study, I investigated how Japanese learners of English understood and used true cognates (words that have equivalent meanings in both languages) and non-true cognates (words where the Japanese meaning differs in various ways from their English source words). Via quasi-replication, I analyzed participants' sentences to determine the interaction of true and non-true cognates on semantics and syntax. In an experimental study, twenty Japanese exchange students filled out a word knowledge scale of thirty target words (half true cognates and half non-true cognates) and wrote sentences for the words they indicated they knew. These sentences were analyzed quantitatively and qualitatively for both semantic and syntactic errors. Sentences with true cognates were semantically accurate 86% of the time, while those with non-true cognates were accurate only 62.3% of the time, which was a statistically significant difference. When the sentences were analyzed for syntax, there was no statistically significant difference in the number of errors between true and non-true cognates, which contrasts with previous research. Qualitative analysis revealed that the most problematic syntactic issue across both cognate types was using collocations correctly. Among those collocational issues, there were clear differences in the types of errors between true and non-true cognates. True cognate target words were more likely to lead to problems with prepositional collocations, while non-true cognate target words were more likely to lead to problems with verb collocations. These results suggest that for intermediate Japanese learners of English, semantics of non-true cognates should be prioritized in learning, followed by syntax of true and non-true cognates, which should be taught according to the most problematic error types per cognate status.
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Cheung, Sin-lin Isabelle, and 張善蓮. "A study of lexical errors in South-Asian Non-Chinese speakingchildren's writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36863658.
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Durrance, Lisa. "Proficiency as a Predictor of Lexical Representation in English Speakers Learning German." Honors in the Major Thesis, University of Central Florida, 2003. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/411.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Arts and Sciences
Psychology
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Middleweek, Fiona. "A study of the word reading and comprehension skills of children speaking English as an additional language : exploring the relationship between lexical knowledge and skilled reading." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669718.
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Zaabalawi, Rafe Salah-Eddin. "A research study of lexical errors made by Damascus University students in the light of present approaches to the teaching of vocabulary." Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316146.
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Harfitt, Gary James. "A comparison of lexical richness in samples of written and spoken English from a group of secondary six students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184483.
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Chiang, Ling-wah Kitty, and 姜玲華. "A lexical analysis of difficulties encountered by middle 4 students ina Chinese middle school in using a local English course book." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31948960.
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Choptian, Lucia Irene. "Anáfora pronominal e repetição lexical: estudo aplicado ao 9º ano do Ensino Fundamental." Universidade Estadual do Oeste do Parana, 2015. http://tede.unioeste.br:8080/tede/handle/tede/947.
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The overall objective of this research was to investigate the theoretical assumptions of Textual Linguistics and its relation to the teaching of textual cohesive elements benchmarks (lexical and pronoun), for applicability in the classroom context, in a class of 9th grade of Elementary School .The research was theoretical support in Textual Linguistics and educational referrals relating to language interactional conception (BAKHTIN, 2004), (GERALDI, 1984; 1997) (TRAVAGLIA, 2005). The choice of topic related to cohesive elements benchmarks is justified by the need to develop studies that contribute to the improvement of writing method in the textual productions of the students. The study was conducted based on qualitative research method was characteristic of research-action, since the pedagogical mediation activities designed to contribute to overcoming the difficulties of the students as well as possible reflection of the researcher as their teaching practice. In the development of pedagogical practice, it was used as a recording instrument classes the field diary and analysis of the activities had applied as a parameter the theoretical basis proposed by Zabala (1998), which defends teaching attitudinal contents, conceptual, factual and procedural in teaching practice. The analyzes allowed to verify that there was significant assimilation of the content proposed by the students and the objectives have been met. However, there is the need to expand educational practice with teaching attitudinal and procedural contents, as well as expand the systematic work of the textual cohesion teaching
O objetivo geral desta pesquisa consistiu em investigar os pressupostos teóricos da Linguística Textual e sua relação com o ensino dos elementos de coesão textual referencial (lexicais e pronominais), com vistas à aplicação no contexto de sala de aula, em uma turma do 9º ano do Ensino Fundamental. A pesquisa teve como aporte teórico a Linguística Textual e os encaminhamentos didáticos referentes à concepção interacionista de linguagem (BAKHTIN, 2004), (GERALDI, 1984; 1997) (TRAVAGLIA, 2005). A escolha do tema, que está relacionado aos elementos coesivos referenciais, justifica-se devido à necessidade de se desenvolver estudos que contribuam para o aprimoramento da modalidade escrita nas produções textuais dos alunos. O trabalho foi desenvolvido com base na pesquisa qualitativa, por meio da metodologia da pesquisa-ação, visto que as atividades de mediação pedagógica visavam a contribuir para superação das dificuldades dos alunos, bem como possibilitar reflexão da pesquisadora em relação à sua prática docente. Para o desenvolvimento da prática pedagógica, utilizou-se como instrumento de geração de dados o registro das aulas, o diário de campo. As análises das atividades aplicadas tiveram como parâmetro os subsídios teóricos propostos por Zabala (1998), que defende o ensino de conteúdos atitudinais, conceituais, factuais e procedimentais na prática docente. As análises realizadas permitiram verificar que houve assimilação significativa do conteúdo proposto por parte dos alunos e os objetivos foram atendidos. Contudo, observa-se a necessidade de ampliar a prática educativa com o ensino de conteúdos atitudinais e procedimentais, bem como ampliar o trabalho sistemático do ensino da coesão textual
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Jeaco, Stephen. "The Prime Machine : a user-friendly corpus tool for English language teaching and self-tutoring based on the Lexical Priming theory of language." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2014579/.
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This thesis presents the design and evaluation of a new concordancer called The Prime Machine which has been developed as an English language learning and teaching tool. The software has been designed to provide learners with a multitude of examples from corpus texts and additional information about the contextual environment in which words and combinations of words tend to occur. The prevailing view of how language operates has been that grammar and lexis are separate systems and sentences can be constructed merely by choosing any syntactic structure and slotting in vocabulary. Over the last few decades, however, corpus linguistics has presented challenges to this view of language, drawing on evidence which can be found in the patterning of language choices in texts. Nevertheless, despite some reports of success from researchers in this area, only a limited number of teachers and learners of second language seem to make direct use of corpus software tools. The desire to develop a new corpus tool grew out of professional experience as an English language teacher and manager in China. This thesis begins by introducing some background information about the role of English in international higher education and the language learning context in China, and then goes on to describe the software architecture and the process by which corpus texts are transformed from their raw state into rows of data in a sophisticated database to be accessed by the concordancer. It then introduces innovations including several aspects of the search screen interface, the concordance line display and the use of collocation data. The software provides a rich learning platform for language learners to independently look up and compare similar words, different word forms, different collocations and the same words across two corpora. Underpinning the design is a view of language which draws on Michael Hoey's theory of Lexical Priming. The software is designed to make it possible to see tendencies of words and phrases which are not usually apparent in either dictionary examples or the output from other concordancing software. The design features are considered from a pedagogical perspective, focusing on English for Academic Purposes and including important software design principles from Computer Aided Language Learning. Through a small evaluation involving undergraduate students, the software has been shown to have great potential as a tool for the writing process. It is believed that The Prime Machine will be a very useful corpus tool which, while simple to operate, provides a wealth of information for English language teaching and self-tutoring.
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Dias, Barbara Carolina. "Com ou sem emoção? Percursos do ensino-aprendizagem lexical em Francês Língua Estrangeira." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-08032017-160329/.
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Esta dissertação tem por objetivo refletir sobre as problemáticas e perspectivas do ensino-aprendizagem lexical de Francês Língua Estrangeira (FLE). Para isso, buscamos compreender como o léxico foi tratado ao longo da história da didática do FLE, como se dão os processos de aprendizagem lexical, sobretudo aqueles relacionados às teorias da psicologia cognitiva e à constituição da memória, para, em seguida, analisarmos materiais de FLE disponíveis ao grande público a fim de compreender como ele vem sendo preconizado. Dentre esses materiais, destacamos o estudo da operação Dis-moi dix mots (2014-2015), que nos mostrou a importância da emoção e da afetividade na aquisição de novas palavras em língua estrangeira. Com isso, sentimos a necessidade de melhor compreender a relação do aluno com a língua estrangeira. Por isso, dedicamo-nos a ouvir a voz de alguns falantes de línguas estrangeiras a fim de identificar possíveis fatores que contribuíram à aquisição de novas palavras. Esse estudo foi desenvolvido tendo como hipótese o fato de que, mesmo após o movimento de reabilitação do ensino-aprendizagem lexical encabeçado sobretudo por Robert Galisson a partir dos anos 1980 e sabendo que é senso-comum entre os professores de línguas estrangeiras que o enriquecimento lexical está diretamente relacionado à maior ou menor capacidade de compreensão e produção dos aprendizes de línguas estrangeiras tanto em atividades orais quanto escritas, ainda hoje o léxico é deixado de lado e não é alvo de um ensino guiado, direto, oriundo de uma metodologia equilibrada de ensino-aprendizagem capaz de promover o desenvolvimento da competência lexical por meio da promoção concomitante de conhecimentos semânticos, depreendidos do discurso e de sua dimensão sociocultural, e conhecimentos linguísticos, relativos sobretudo à estrutura morfológica e fonética. Após a análise de todos esses fatores, concluímos esta dissertação identificando alguns elementos importantes para que o ensino-aprendizagem lexical em classes de FLE possa ser otimizado, levando em consideração o pouco tempo disponível em sala para dedicar-se a tal aspecto da língua e sua importância para o desenvolvimento progressivo da competência lexical do aprendiz adulto de francês língua estrangeira.This dissertation has as its main objective to reflect about the problems and perspectives on the lexical teaching and learning in French as foreign language (FLE). With this in mind, we search to understand how the lexical content was treated during the didactic history of French as a foreign language and how the lexical learning procedures happen (with special attention to those procedures related to the cognitive psychology theories and to the memory constitution) for, then, analyze the FLE didactic materials available to the big public in a way to understand how these different materials are thought. We will give special attention to the Dis-moi dix mots (2014-2015) materials, which shows the importance of an emotional approach in the acquisition of new words in foreign languages. Therefore, we have felt the need to better understand the relations constructed between the student and the foreign language he learns. In this perspective, we have interviewed some foreign language speakers with the intention to identify the possible factors that have contributed to the acquisition of new words. This work was developed on the main hypothesis that even with the rehabilitation of the lexical teaching and learning theories (mainly by the works written by Robert Galisson after the eighties) and with the knowledge that it is common-sense between the foreign language teachers that the acquisition of new words is directly connected with the greater or lesser capacity of oral and written comprehension and production showed by the foreign language students still today the lexical study is given little importance and does not constitute a goal for the guided teaching. The lexical study in French as a foreign language still lacks a balanced teaching and learning methodology capable of promoting the development of a lexical competence by the means of proper semantic knowledge (recognized in the discourses and its sociocultural dimensions) and linguistic knowledge (mainly related to the morphological and phonetical structures). After the proposed analyses, we concluded this dissertation by identifying some important elements for the optimization of lexical teaching and learning in the French as a foreign language context, having in mind the scarcity of time available during classes for developing this learning aspect and its importance for the progressive growth of the lexical competence in French as a foreign language students.
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Wu, Hongmei. "Mechanisms of Masked Priming: Testing the Entry Opening Model." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228453.
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Since it was introduced in Forster and Davis (1984), masked priming has been widely adopted in the psycholinguistic research on visual word recognition, but there has been little consensus on its actual mechanisms, i.e. how it occurs and how it should be interpreted. This dissertation addresses two different interpretations of masked priming, one based on the Interactive Activation Model (McClelland & Rumelhart, 1981), in which priming is seen as a result of persisting activation from the prime, the other based on the Entry Opening Model (Forster & Davis, 1984), which sees priming as a savings effect. Five experiments are reported testing contrasting hypotheses about the role of prime duration and prime-target asynchrony (SOA) in masked priming using both identity and form priming. Overall, this dissertation lends support to the Entry Opening Model, demonstrating that masked priming is essentially a savings effect, and that as such, it is determined by the SOA, not the prime duration per se.
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Aljuhani, Hind S. "USING CORPORA IN A LEXICALIZED STYLISTICS APPROACH TO TEACHING ENGLISH-AS-A-FOREIGN-LANGUAGE LITERATURE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/272.
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As a lingua franca across the globe, English plays a vital role in international communications. Due to rapid economic, political, and educational globalization, the English language has become a powerful means of communication. Therefore, English education is vital to the development of many countries around the world. Since 1932, the need for a lingua franca in Saudi Arabia developed as the country progressed politically, economically, and educationally. Now, English is important to Saudis’ economic, educational, and career development and success.
Vocabulary is a major step in learning any language. By deepening students’ lexical knowledge, they will be able to use English accurately to express themselves. However, teaching words in isolation and through memorization is not highly effective; English-as-a-foreign-language (EFL) learners need to interact with the language and its usage in a more profound way. This can be done by integrating corpora and stylistics analysis in an EFL curriculum. The importance of stylistics analysis to literary texts in the EFL classroom lies in the way that EFL learners will be exposed to authentic language. At the same time they will get insight into how English is structured; and by accessing corpora, which provide a wide range of data for the analysis of stylistics, students will be able to compare the lexical and grammatical patterns in authentic texts. Also, it is important to introduce students to the different levels of English (i.e. semantic, lexis, morphology); this will enlarge EFL learners’ knowledge of English vocabulary and various grammatical patterns.
This project offers an innovative perspective on how to teach English for EFL university-level students by using corpora in a lexicalized stylistics approach, which will enable EFL learners to acquire vocabulary by reading literary texts. This provides a rich environment of lexical items and a variety of grammatical patterns. This approach offers EFL learners analytical tools that will improve their linguistic skills as they interact with and analyze authentic examples of English and gain insight about its historical, social and cultural background.