Academic literature on the topic 'Linguistics Research Methodology'
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Journal articles on the topic "Linguistics Research Methodology"
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Ferreira, Luciane Corrêa. "Applying corpus linguistics methodology to psycholinguistics research." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 26, spe (2010): 545–69. http://dx.doi.org/10.1590/s0102-44502010000300008.
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This study concerns the use of corpus linguistics methodology in psycholinguistics research. Ten linguistic metaphors were selected from English and American newspapers. After that, we identified the underlying conceptual metaphor based on the conceptual metaphor inventory by Lakoff and Johnson (1980, 1999). We seek to investigate what sort of knowledge EFL-learners use when trying to understand a linguistic metaphor. We examined how EFL-learners comprehend linguistic metaphors, firstly without using the context and then using the context. The sample comprised 221 Brazilian students and 16 American students at UCSC. We have also carried out an empirical research using WebCorp.
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Duncker, Dorthe. "Methodology in language research: a sailing between Scylla and Charybdis." Fórum Linguístico 19, Special issue (February 15, 2022): 7190–205. http://dx.doi.org/10.5007/1984-8412.2022.e84043.
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Unlike most linguistic theories, integrational linguistics does not include a methodology for linguistic inquiry. Integrationists are critical of the methodologies and assumptions of modern linguistics and find the notion of linguistic data highly problematic. For this, integrationists have taken a lot of heat from researchers from data-driven research traditions who ask for a methodological alternative and find the lack of empirical integrational research frustrating. In this essay, I consider some of the background for the integrational critique of linguistic methodologies and discuss how to address the difficulties pertaining to linguistic data. I conclude with an empirical example to illustrate the problems as well as their possible solution.
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Shin, Dongil. "Linguistic Turn, Critical Linguistics, and Critical Discourse Studies as Research Methodology." Korean Association for Qualitative Inquiry 4, no. 3 (September 30, 2018): 1–42. http://dx.doi.org/10.30940/jqi.2018.4.3.1.
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Yang, LIU. "The Methodology of Discourse Research from a Sociolinguistic Perspective." IRA International Journal of Education and Multidisciplinary Studies 14, no. 2 (March 5, 2019): 21. http://dx.doi.org/10.21013/jems.v14.n2.p1.
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<p>Systemic Function Linguistics is a mainstream thought of sociolinguistic research and can be a theoretical model and the research methodology of linguistic research. Based on a combination of Systemic Function Linguistics and Sociological Discourse Analysis, this study adopts the thematic progression, ideational function, and interpersonal function to analyze discourses which come from daily used information, to dissect the information to see the discourse structure, in order to advantage the discourse contrastive research for further studies.</p>
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Nasution, Sukma Septian, Tito Dimas Atmawijaya, and Abdul Aziz. "The Students’ Needs in Learning Research Methodology in Linguistics." EDUVELOP 4, no. 2 (March 30, 2021): 79–87. http://dx.doi.org/10.31605/eduvelop.v4i2.935.
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This study aims at investigating the students’ needs analysis in learning Research in Linguistics at a university in Indonesia. Its main focus is on the students’ academic needs including difficulties of the materials, learning methods, styles and goals, level of understanding on linguistic research issues, course planning, instructional materials and practices, and evaluation. Using descriptive analytical method, a set of questionnaires was employed in Likert-scale formula. It encompassed samples of 105 learners of English Letter’s study program of the university. To validate the finding of the questionnaire, semi-structured interview to the lecturers and the students were also conducted. It results in that the leaners need; 1) the suitability of the materials composition for learners’ need; 2) using group discussion method in learning activity; 3) a step-by-step process to support practical experience in collecting and analyzing data; 4) Overtly relating components of an academic journal article to the elements of developing a research project. The study ends with a recommendation for composing course materials of Research in Linguistics suited with the afore-mentioned findings.
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Hasanah, Atiq Aqiqotul. "Paradigm Shifts in Applied Linguistics: Its Impact on Research Methodology and Findings." MARAS: Jurnal Penelitian Multidisiplin 2, no. 1 (January 12, 2024): 108–20. http://dx.doi.org/10.60126/maras.v2i1.143.
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This article discusses the paradigm shift taking place in the field of applied linguistics and its impact on research methodology and discoveries. Along with the development of science and technology, paradigms in applied linguistics have undergone significant changes, especially in the way researchers approach linguistic problems and the methodologies used in their research. This paradigm shift includes changes in the understanding of language and communication, as well as the integration of linguistics with other disciplines such as computer science, psychology, anthropology, and neuroscience. This article will discuss how this shift has led to the development of more holistic and interdisciplinary research methodologies, allowing researchers to delve deeper into the complex aspects of language and human communication. In addition, this article will also explain how this paradigm shift has helped produce discoveries that enrich our understanding of language and communication, including its practical applications in areas such as information technology, machine translation, sentiment analysis, and machine learning. Paradigm shifts in applied linguistics are not only affecting the way we understand language but also how we harness it for innovation and advancement in various sectors. As such, this article will detail the paradigm shift in applied linguistics, highlight its impact on changes in research methodology, as well as describe the discoveries that have emerged as a result of these changes. A deeper understanding of this shift can help us design research more effectively and harness the potential of language and human communication in various aspects of modern life.
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Musulmanova, Nargiza. "LINGUISTIC ANALYSIS OF THE ARTISTIC TEXT: HISTORY, METHODOLOGY AND RESEARCH METHODS." Uzbekistan:Language and culture 5, no. 2 (February 26, 2023): 90–97. http://dx.doi.org/10.52773/tsuull.uzlc.aphil.2023.2.5/fssx5369.
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This article will talk about the linguistic analysis of the artistic text: history, methodology and research methods. In Uzbek linguistics, the study of the language and style of works of art, as in World linguistics, is the central problem of many studies. Linguistic analysis, which applies to any text, takes two stages (levels) into its composition, namely semantic and metasemiotic. In the semantic stage, Language units (word, vocabu-lary, syntactic construction) are studied in their own sense of atash, that is, semantic. And in the metasemiotic stage, the stages of the transition from the meaning of language units to the study of their functions in an artistic text are studied. In this second stage, it is precisely the role of grammati-cal means that becomes very significant, and the thoughts that the author wants to express are made real by garmmatic means. Now, in addition to the lexical meaning of the word, the grammatical meaning is also the main weapon in the expression of thought. The article also comments on the methods of linguopoetic research, analysis of several Russian scientists have been made and reacted to them. The mutual integration of language and literature is the basis for the emergence of this field, and many exam-ples in it have been drawn into analysis.
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Chetaykina, V. V. "RELIGIOUS VOCABULARY IN THE AMERICAN PRESIDENTIAL DISCOURSE: RESEARCH METHODOLOGY." Writings in Romance-Germanic Philology, no. 1(48) (July 5, 2022): 142–48. http://dx.doi.org/10.18524/2307-4604.2022.1(48).259824.
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The article highlights the research methodology of religious vocabulary in American presidential discourse. The relevance of the work is due to the priority of communicative-pragmatic approach to the study of discursive formations of different genres and formats in modern linguistics. The study of discourse is an important area in modern linguistics in connection with the change of scientific paradigm that has taken place in linguistics, namely: the dominant system-structural and static paradigm has been replaced by the anthropocentric one. Religious vocabulary functions in both domestic and institutional communication in three main forms, namely: general religious vocabulary, biblical (set expressions, phraseology) and quotations from the Scriptures. This tendency is observed both in the political discourse in general and in the presidential discourse in particular, which emphasizes the relevance of our work. The search for effective ways to analyze and describe the semantics and functions of religious vocabulary in American presidential discourse has led to the choice of basic approaches to the object of study. Regarding the genre space of presidential discourse as a kind of political discourse, we note that it is determined by the general political system of the country, historical and political traditions of the presidency, socio-cultural conditions of political discourse. The methods used in linguistic studies involve the implementation of a system of procedures for studying the object and verification of the results. Typical guidelines for systematic philological analysis include attention to the semantic side of the text represented by textual categories, and the communicative immersion of the text in discursive reproduction. For systematic analysis, the following methods are used in the work, which take into account the communicative essence of the discourse text, reflect the significance of the text in the light of its generation and interpretation. That is why the work uses both general and special research methods.
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Aldasheva, K. S., K. A. Kabassova, K. B. Koptleuova, and D. A. Karagoishiyeva. "SYNERGISTIC POSSIBILITIES OF LANGUAGE RESEARCH." Tiltanym 92, no. 4 (December 30, 2023): 3–11. http://dx.doi.org/10.55491/2411-6076-2023-4-3-11.
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As it is known, in accordance with the paradigmatic prism, the formation and development of linguistics as a science for a number of years have traditionally been correlated with comparative-historical, system-structural directions. It should be noted that in recent years, language and speech have been considered in aspects of anthropocentrism. The transition of general scientific evolution to a synergetic platform requires a different methodology for studying linguistic objects. In world linguistics, the methodological possibilities of synergetics are actively used for linguistic research, attempts are being made to interpret language and its sublevels (phonetics, word formation, lexicology, syntax, text, discourse, translation studies, etc.) as a synergetic, self-organizing, complex system in which it is constantly in dynamics. As a result of scientific research, a new direction of linguistics was formed – language synergetics / linguosynergetics. Language synergetics / linguosynergetics is a methodological platform for analyzing and modeling the evolution, development, open nature of the national language, and dynamic processes in it. As a new scientific direction, the synergetics of language allows Kazakh linguistics to develop in accordance with the scientific trends of world linguistics. The article analyzes the formation of a synergetic trend in world linguistics, the first searches and results in order to substantiate the concept of "language is a synergetic system".
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Morea, Nicola, and Hessameddin Ghanbar. "Q methodology in applied linguistics: A systematic research synthesis." System 120 (February 2024): 103194. http://dx.doi.org/10.1016/j.system.2023.103194.
Full textDissertations / Theses on the topic "Linguistics Research Methodology"
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Czaplinski, Iwona. "Affordances of ICTs: an environmental study of a French language unit offered at university level." Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.
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This project investigates the integration of Information Communication Technologies (ICTs) into educational settings by closely looking at the uptake of the perceived affordances offered by ICTs by students enrolled in a French language course at Queensland University of Technology. This cross-disciplinary research uses the theoretical concepts of: Ecological Psychology (Gibson, 1979; Good, 2007; Reed, 1996); Ecological Linguistics (Greeno, 1994; Leather & van Dam, 2003; van Lier 2000, 2003, 2004a, 2004b); Design (Norman, 1988, 1999); Software Design/ Human-Computer Interaction (Hartson, 2003; McGrenere & Ho, 2000); Learning Design (Conole & Dyke, 2004a, 2004b; Laurillard et al. 2000;); Education (Kirschner, 2002; Salomon, 1993; Wijekumar et al., 2006) and Educational Psychology (Greeno, 1994).
In order to investigate this subject, the following research questions, rooted in the theoretical foundations of the thesis, were formulated: (1) What are the learners’ attitudes towards the ICT tools used in the project?; (2) What are the affordances offered by ICTs used in a specific French language course at university level from the perspective of the teacher and from the perspective of language learners?; (3) What affordances offered by ICT tools used by the teacher within the specific teaching and learning environment have been taken up by learners?; and (4) What factors influence the uptake by learners of the affordances created by ICT tools used by the teacher within the specific teaching and learning environment?
The teaching phase of this project, conducted between 2006 and 2008, used Action Research procedures (Hopkins, 2002; McNiff & Whitehead, 2002; van Lier 1994) as a research framework. The data were collected using the following combination of qualitative and quantitative methods: (1) questionnaires administered to students (Hopkins, 2002; McNiff & Whitehead, 2002) using Likert-scale questions, open questions, yes/no questions; (2) partnership classroom observations of research participants conducted by Research Participant Advocates (Hopkins, 2002; McNiff & Whitehead, 2002); and (3) a focus group with volunteering students who participated in the unit (semi-structured interview) (Hopkins, 2002; McNiff & Whitehead, 2002).
The data analysis confirms the importance of a careful examination of the teaching and learning environment and reveals differences in the ways in which the opportunities for an action offered by the ICTs were perceived by teacher and students, which impacted on the uptake of affordances. The author applied the model of affordance, as described by Good (2007), to explain these differences and to investigate their consequences. In conclusion, the teacher-researcher considers that the discrepancies in perceiving the affordances result from the disparities between the frames of reference and the functional contexts of the teacher-researcher and students.
Based on the results of the data analysis, a series of recommendations is formulated supporting calls for careful analysis of frames of reference and the functional contexts of all participants in the learning and teaching process. The author also suggests a modified model of affordance, outlining the important characteristics of its constituents.
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Silva, Lauro Luiz Pereira. "Cognições de professores sobre pesquisas relacionadas ao processo de ensino e aprendizagem de LE um estudo Q." Universidade Federal de Uberlândia, 2012. https://repositorio.ufu.br/handle/123456789/15421.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis work is linked to the group that develops research on subjective aspects of foreign language teaching and learning process at the Instituto de Letras e Linguística of a Federal University. Its main objective is to investigate cognitions, conceptions and points of view about the role and relevance of research for in-service English language teachers and for professors / researchers working with language teachers` education. The term cognitions , according to Borg (2003) refers to non-observable aspects of the cognitive dimension: what the teachers know, believe and think. Thus, the development of the research starts from the following questions: (a) What are the cognitions of regular public school foreign language teachers` about research developed by professors working with language teachers` education? (b) What are the cognitions of professors working with language teachers` education, about research developed in/about the regular school context? To which extent do participants` cognitions converge / diverge? Q Methodology research approach, which makes use of PQMethod 2.11 software, was used. Focal group and semi-structured interviews were used, as secondary data gathering tools, for raising a wide range of participants` points o view and subsequent composition of a semi-structured Q sample of statements. These represent the participants` cognitions about the role and contributions of research on the process of teaching and learning foreign language. The subjects distributed statements along a continuum in a scale ranging from Totally agree (+5) to Totally disagree (-5), and the results of the Q Distribution were analysed with PQMethod 2.11 software. From further qualitative and interpretive analysis, the factors, or groups, that emerged from the fator analysis were defined, characterized and interpreted. These groups of participants share similar points of view about research on the teaching and learning process. The following aspects stand out among the emerging results: the relationship between theory and practice, Applied Linguistics contributions to foreign language teachers` Education, foreign language reflective practice, teachers and professors` cognitions about the relevance of research to practice; and the (re)construction of teacher knowledge in Applied Linguistics research. I believe that, through the development of awareness of roles and critical stance of practices, the results of this research may bring contributions to foreign language teachers at regular public schools as well as to professors working with language teachers` education.
Este trabalho está vinculado ao Grupo de Pesquisas sobre Aspectos subjetivos do processo de ensino e aprendizagem de línguas estrangeiras, do Instituto de Letras e Linguística da Universidade Federal de Uberlândia. O objetivo principal é investigar as cognições, concepções e pontos de vista sobre pesquisa, sobre o papel e relevância destas, para professores e formadores da área de ensino e aprendizagem de Língua Estrangeira (LE). É meu interesse investigar as cognições de professores-em-serviço e professores formadores sobres os estudos na área de ensino e aprendizagem de língua estrangeira. O termo cognição, na definição de Borg (2003) refere-se a aspectos da dimensão cognitiva não observável: o que os professores sabem, acreditam e pensam. Assim, o desenvolvimento da pesquisa se dá a partir dos seguintes questionamentos: (a) Quais são as cognições dos professores de LE de escolas regulares sobre pesquisas realizadas pelos professores formadores? (b) Quais são as cognições de professores formadores de LE em relação às pesquisas realizadas no/sobre contexto de escolas regulares? (c) Em que ponto as cognições dos participantes convergem/divergem? Como abordagem de pesquisa utilizei a Metodologia Q, que utiliza o programa PQMethod 2.11. Por meio do grupo focal e entrevistas semi-estruturadas, usados como instrumentos de coleta secundários, foi feito o levantamento de uma gama de pontos de vista dos participantes para a posterior composição de uma Amostra Q semi-estruturada de assertivas. Estas representam as cognições dos participantes sobre o papel e as contribuições das pesquisas sobre o processo de ensinar e aprender língua estrangeira. Os participantes distribuíram as assertivas ao longo de um contínuo em uma escala de concordo totalmente (+5) e discordo totalmente (-5) e os resultados obtidos pela distribuição Q foram analisados no pacote estatístico PQMethod 2.11. A partir da posterior análise qualitativa e interpretativista, os grupos que emergiram da análise fatorial foram definidos, caracterizados e interpretados. Após o levantamento dos resultados, surgiram fatores a serem analisados e interpretados, ou seja, grupos de participantes que compartilham do mesmo ponto de vista sobre as pesquisas do processo de ensino e aprendizagem. Dentre os aspectos emergentes desta pesquisa destacaram-se: a relação teoria e prática; contribuições da LA para a formação de professores; a prática reflexiva de LE; relação universidade-escola; cognições de professores sobre a relevância das pesquisas em LA para a prática e sobre os formadores e a (re)construção do saber docente na pesquisa em LA. Acredito que os resultados desta pesquisa podem trazer contribuições para professores e formadores, tendo em vista que a partir da conscientização e postura crítica perante suas práticas poderão, juntos compreender seus papeis e orientar suas ações.
Mestre em Linguística
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Rodrigues, Francieli Socoloski. "ANÁLISE CRÍTICA DE GÊNERO DE RELATOS DE PESQUISA SOBRE ESCRITA." Universidade Federal de Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/9792.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe debate among researchers involved with the investigation of writing in Brazil has been focused on the study of genres as objects for teaching (CRISTÓVÃO; NASCIMENTO, 2005; LOPES-ROSSI, 2005; MOTTA-ROTH, 2006; MACHADO; CRISTÓVÃO, 2006). In this scenario, pedagogical issues have been most explored, while little attention has been paid to the process of research itself. However, as authors have pointed out (MOITA LOPES, 1994; MOTTA-ROTH, 2005), analyzing the forms of investigation plays an important role in the very shaping of epistemology in a given field. This work has the objective of contributing to the methodological debate in Applied Linguistics (AL) by focusing on research about writing (its process, teaching, learning and analysis). The intent is to identify discourses about writing and its investigation by analyzing research reports on the topic as well as data from electronic interviews with authors of these reports and editors of the journals selected. The theoretical and methodological framework includes Systemic Functional Linguistics (HALLIDAY, 1989; HALLIDAY; MATTHIESSEN, 2004) and Genre Analysis (SWALES, 1990; 1998; 2004). The analysis of the corpus shows that the methodological report in the area constitutes itself as a silent or clipped discourse, including few explanations about methodological choices and about the research process implemented. On the one hand, the theoretical discourse in the reports is the one which understands writing as a social practice. On the other hand, the research designs suggest that the studies are lacking a thick description of the contexts in which writing constitutes social practices. These discourses about the nature of writing and about the research on writing contrast with each other, question each other, and show the necessity of rethinking the research practice over and over again, given the contingencies of this complex object of investigation writing.
O debate entre pesquisadores envolvidos com a investigação da escrita no Brasil tem priorizado o estudo dos gêneros textuais como objetos de ensino (por exemplo, CRISTÓVÃO; NASCIMENTO, 2005; LOPES-ROSSI, 2005; MOTTA-ROTH, 2006; MACHADO; CRISTÓVÃO, 2006). Nesse sentido, as pesquisas têm se centrado em questões relativas à prática pedagógica, ao passo que há uma carência de estudos acerca do próprio processo de pesquisa na área. A análise das formas de investigação, no entanto, exerce papel fundamental na construção da epistemologia de uma dada área (MOITA LOPES, 1994; MOTTA-ROTH, 2005). Com o presente estudo, busco contribuir para o debate metodológico na Lingüística Aplicada (LA) ao enfocar a pesquisa acerca da escrita (seu processo, ensino, aprendizagem e análise). O objetivo é identificar discursos sobre a escrita e sua investigação pela análise de relatos de pesquisa publicados sobre o tema em periódicos de LA e pela análise de entrevistas com autores desses relatos e editores dos periódicos selecionados. O suporte teórico-metodológico da pesquisa inclui a Lingüística Sistêmico-Funcional (HALLIDAY, 1989; HALLIDAY; MATTHIESSEN, 2004) e a Análise de Gênero (SWALES, 1990; 1998; 2004). A análise do corpus evidencia que o relato da metodologia na área se constitui como um discurso silenciado ou sintético, com escassas explicações das opções metodológicas e do processo de pesquisa empreendido, em termos da abordagem, dos procedimentos e das categorias de análise. O discurso teórico predominante sobre a natureza da escrita é aquele que a concebe como prática social, evocando seu caráter situado, como fenômeno sociodiscursivo. Por outro lado, os desenhos de pesquisa sugerem que os estudos carecem de uma descrição mais densa dos contextos em que a escrita constitui práticas sociais. Esses discursos sobre a natureza da escrita e sobre sua investigação se chocam, se questionam, e reiteram a necessidade de que a prática de pesquisa seja continuamente repensada, dadas as contingências desse objeto de investigação complexo a escrita.
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Silva, Rosa Lídia da. "Template para elaboração de uma unidade didática na perspectiva dos estudos sociorretóricos de gênero." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21356.
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This dissertation is inserted in the Research Line: Text and speech in the oral and written modalities of the Program of Postgraduate Studies in Portuguese Language. It is the study of a model whose purpose is to guide the writing process of the didactic unit document, by teachers authors or experts in the disciplines. We use the nomenclature didactic unit as a series of teaching and learning activities assembled and organized for learning purposes (LIBÂNEO; FREITAS, [2009]). This model, named didactic unit template, is built with the components of a didactic unit, and may contain autoforming features, which facilitate the production of the final document, even by less experienced authors. Our main objective was to better understand the template, its composition and socio-rhetorical organization, to reflect if and in what way it affects the quality of the material it supports, contributing to the teaching and learning process. We use as theoretical foundation the socio-rhetorical studies of gender. The authors consulted were Swales (1990; 2004); Miller (1984, 2014); Bhatia (1993, 2001, 2012); Bazerman (2000); Bazerman and Miller (2011); Aguiar (2011); Biasi-Rodrigues and Bezerra (2012); Campos (2014); Crescitelli and Campos (2015) and Motta-Roth (1998; 2004). Being restricted the access to templates, for reasons of copyright, we began our study by textbooks, in view of being a type of text whose components are included in didactic units and for having their use recognized in the support of educational activities. We analysed ten books and, of these, we selected two to present the more detailed analysis. Having obtained a template of allowed use, named as Template COL, we were able to analyse it and reproduce it here. This model was created by the Commonwealth of Learning (COL), an international organization supporting education, especially in less developed countries. For a second example, we describe the items of a didactic unit template, based on our experience working with this type of model. In these models, we identify rhetorical moves and steps, according to Swales' (1990) CARS Model, to better understand the organization and interrelationship of its elements. In the course of research, we have a contact with a case study of a researcher active in the development of education in Namibia (FRÖHLICH, 2008), which shows the practical use of the template to support authors, even with less experience. The contact with the Template COL and the reality in which it is used has shown us that – in addition to helping in the quality of the final document, as we have seen previously because of our professional experience – the application of templates can be a valuable resource, including in less favored regions. Analysis by socio-rhetorical principles allowed us to see the text through more than one approach, considering its objectives, its functioning and the people affected by it. For us, it has been evident that the careful planning of the didactic unit and the construction of its final document in an organized way are important so that it fulfills its purpose with students and teachers. In this composition, the author can be aided by the template, which also requires planning and constitutes a tool to support the preparation of documents for educational purposes
Esta dissertação insere-se na Linha de Pesquisa: Texto e discurso nas modalidades oral e escrita do Programa de Estudos Pós-Graduados em Língua Portuguesa. Trata-se do estudo de um modelo cuja finalidade é guiar o processo de escrita do documento unidade didática, por autores professores ou especialistas nas disciplinas. Empregamos a nomenclatura unidade didática como sendo uma série de atividades de ensino e aprendizagem reunidas e organizadas com propósitos de aprendizagem (LIBÂNEO; FREITAS, [2009]). Esse modelo, nomeado template de unidade didática, é construído com os componentes de uma unidade didática, podendo conter recursos de autoformatação, que facilitam a produção do documento final, mesmo por autores menos experientes. Nosso objetivo principal foi conhecer melhor o template, sua composição e organização sociorretórica, para refletir se e de que maneira ele afeta a qualidade do material a que dá suporte, contribuindo com o processo de ensino e aprendizagem. Utilizamos como fundamentação teórica os estudos sociorretóricos de gênero. Os autores consultados foram Swales (1990; 2004); Miller (1984; 2015); Bhatia (1993; 2001; 2012); Bazerman (2000); Bazerman e Miller (2011); Aguiar (2011); Biasi-Rodrigues e Bezerra (2012); Crescitelli e Campos (2015) e Motta-Roth (1998; 2004). Sendo restrito o acesso a templates, por questões autorais, iniciamos nosso estudo por livros didáticos, tendo em vista serem um tipo de texto cujos componentes figuram em unidades didáticas e por terem seu uso consagrado no apoio a atividades educacionais. Analisamos dez livros e, desses, selecionamos dois para apresentar a análise mais detalhada. Tendo obtido um template de uso permitido, nomeado como Template COL, pudemos analisá-lo e reproduzi-lo aqui. Esse modelo foi criado pela Commonwealth of Learning (COL), organização internacional de apoio à educação, principalmente em países menos desenvolvidos. Para uma segunda exemplificação, descrevemos os itens de um template de unidade didática, baseadas em nossa experiência de trabalho com esse tipo de modelo. Identificamos, nesses modelos, os movimentos retóricos e passos, conforme o Modelo CARS, de Swales (1990), para entender melhor a organização e a inter-relação de seus elementos. No percurso de pesquisa, conhecemos um estudo de caso de uma pesquisadora atuante no desenvolvimento da educação na Namíbia (Fröhlich, 2008), que evidencia a utilidade prática do template para apoiar autores, mesmo com menor experiência. O contato com o Template COL e com a realidade em que é utilizado mostrou-nos que – além de auxiliar na qualidade do documento final, como já havíamos constatado anteriormente em razão de nossa experiência profissional – a aplicação de templates pode ser um valioso recurso, inclusive em regiões menos favorecidas. A análise por princípios sociorretóricos permitiu-nos ver o texto por mais de um enfoque, considerando seus objetivos, seu funcionamento e as pessoas que por ele são afetadas. Evidenciou-se, para nós, ser relevante o planejamento criterioso da unidade didática e a construção de seu documento final de maneira organizada, para que cumpra seu propósito junto a estudantes e professores. Nessa composição, o autor pode ser auxiliado pelo template, que requer, igualmente, planejamento e constitui uma ferramenta de apoio à elaboração de documentos com fins didáticos
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Freitag, Felipe. "ALUNOS AUTORES NO ENSINO MÉDIO: (RE) EDUCAÇÃO LINGUOLITERÁRIA NA TEORIA HOLÍSTICA DA ATIVIDADE E INSTRUMENTALIZAÇÃO DOCENTE ATRAVÉS DA PESQUISA-AÇÃO." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/9939.
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Fundação de Amparo a Pesquisa no Estado do Rio Grande do SulThe parameterization study of a didactic instrumental of interdependent teaching of Language and Literature for the High School of the Basic Education runs through the sensitization and literary authorship as pilots of guidelines in the construction of an affective motivation for the learning. Bazerman (2011) enhances that the teachers can and must consider more the social and cultural forms which surround the life of the students, as well as their affective lives, investing in their specific capacities of contextual management (cognitive and affective) with knowledge. For this purpose, the workshops of sensitization (awareness) to Literature, Reading and Textual Production, performed over the school semester in a second year class from the High School of the Basic Education, in a school of the state public education in the city of Santa Maria, Rio Grande do Sul, proposed themselves as a framework able to the development of didactic tools that articulated themselves, inside the interactionist approach, methodological procedures centralized in the so called sensitization processes, that is, techniques similar to the pre-activities inside a same interactionist paradigm. This founds itself in the precepts of the communicative teaching, at the same time that tries to establish a Zone of Proximal Development (VYGOTSKY, 2003) permeated of reflexive-critical practices capable of deflagrate an emergency of metacognitive insights. By the theoretical propositions of the Holistic Theory of Activity (RICHTER, 2006; 2008; 2010; 2011, 2015c), the factors of mediation oriented the activities elaborated under a procedural organogram, once that, the development of didactic tasks concentrated in aspects of scripting and, subsequently of authorship, organized themselves according to resources, strategies and concepts. These three groups are the subdivisions of the factors of THA (Holistic Theory of Activity) mediation. The resources, first mediation factor, are the material means (educative artifacts) with which dispose the professional and the client. The strategies, according to the mediation factor, are concrete operations of compatible objects with the cognitive targets to be reached by the professional at school. Therefore, the concepts, third mediation factor, consist in the knowledge that founds the procedures and the professional mediation. The sensitization workshops, proposed in this project, had as methodological basis in a procedural chart, greatly, the Research-action (THIOLLENT, 1996), in which, teachers and students are professional pairs in the personalization of proper investigation style of the real necessities of the students, during and after the learning, the Dialogism problem-solving Freirean (FREIRE; FAUDEZ, 1985), on what the dialogue is designed as action and reflection in the world and on what the are active subjects and collaborative knowledge construction, the Assimilation Theory of Mental Actions by Steps (GALPERIN, 1975), on what knowledge is by chain: motivation, verbalization, interaction and internalization and dialogic interacion (BAKHTIN, 2003) as dynamic appreciation of human demand practice ball.The parameterization of this formative instrumental of teachers founded itself in criteria of mapping of viable design to the proposal raised here as study focus, in view of the fact that, we give priority to a design of didactic material that would take into account the profile and the particularized necessities of the costumers, that is, which would value the expression of the subjects. The results obtained suggest the viability of the format of the course denominated Storyline, as far as its tangible achievements (production of narratives in chapters) originated, mainly, the construction of characters, whose identities are emulations of real processes of the students, that is, their projections as sociocultural subjects, by rivalry game methodology. This projection of socio-cultural subjects identities, more specifically, from adolescence of research subjects students is dependent to the rivalry game methodology, which intersects with Theories of Games (FIANI, 2004; HUIZINGA, 1971), with Theories of Adolescence (CALLIGARIS , 2014) and Theories of Psychology (KLEIN, 1973), so that the professional paradigmed decision-making are allocated on a teaching framework. The teaching framework of the Holistic Theory of Activity, through the didactic alliance and the inseparability of thinking, doing and feeling points to a reasoned methodological approach in the convergence between educational training and human development (cognition and affect) and know-how adviser development literary and linguistic teaching methods.
O estudo da parametrização de um instrumental didático de ensino interdependente de Língua e de Literatura para o Ensino Médio da Educação Básica perpassa pela sensibilização e autoria literária como pilotos de diretrizes na construção de uma motivação afetiva para o aprendizado. Bazerman (2011) ressalta que os professores podem e devem considerar mais as formas sociais e culturais que circundam a vida dos alunos, bem como suas vidas afetivas, apostando nas suas capacidades específicas de manejo contextual (cognitivo e afetivo) com o conhecimento. Para tanto, as oficinas de sensibilização à Literatura, à Leitura e à Produção textual, realizadas ao longo de um semestre letivo em uma turma de 2º ano do Ensino Médio da Educação Básica, em uma escola da rede estadual de ensino da cidade de Santa Maria, Rio Grande do Sul, propôs-se como um enquadramento apto ao desenvolvimento de ferramentas didáticas que articularam, dentro da abordagem interacionista, procedimentos metodológicos centralizados nos assim chamados processos de sensibilização, ou seja, técnicas semelhantes às de pré-atividades dentro do mesmo paradigma interacionista. Este se alicerça nos preceitos do ensino comunicativo, ao mesmo tempo em que procura estabelecer uma Zona de Desenvolvimento Proximal (VYGOTSKY, 2003) permeada de práticas reflexivo-críticas capazes de deflagrar a emergência de insights metacognitivos. Mediante as proposições teóricas da Teoria Holística da Atividade (RICHTER, 2006; 2008; 2010; 2011, 2015c), os fatores de mediação orientaram as atividades elaboradas sob um organograma procedimental, uma vez que, o desenvolvimento de tarefas didáticas concentradas em aspectos de roteirização e, subsequentemente de autoria, organizaram-se segundo recursos, estratégias e conceitos. Esses três grupos são as subdivisões dos fatores de mediação da THA. Os recursos, primeiro fator de mediação, são os meios materiais (artefatos educativos) de que dispõe o profissional e o cliente. As estratégias, segundo fator de mediação, são operações concretas do profissional na escola de objetos compatíveis com os alvos cognitivos a serem alcançados. Por fim, os conceitos, terceiro fator de mediação, consiste no conhecimento que fundamenta os procedimentos e a mediação profissional. As oficinas de sensibilização, propostas nesse projeto, tiveram como bases metodológicas em um organograma procedimental, sobremaneira, a Pesquisa-ação (THIOLLENT, 1996), na qual, professor e alunos são pares profissionais na personalização de um estilo de investigação própria das necessidades reais dos alunos, durante e após o aprendizado, o Dialogismo problematizador freireano (FREIRE; FAUNDEZ, 1985), no qual o diálogo é concebido como ação e reflexão no mundo e em que os sujeitos são ativos e colaborativos na construção do conhecimento, a Teoria da Assimilação de Ações Mentais por Etapas (GALPERIN, 1975), em que o conhecimento se dá pela cadeia: motivação, verbalização, interação e interiorização e a interação dialógica (BAKHTIN, 2003) como dinâmica de valorização da esfera de prática humana da demanda. A parametrização desse instrumental formativo de professores fundamentou-se em critérios de mapeamento de design viáveis à proposta aqui levantada como foco de estudo, haja vista que, privilegiou-se um design de material didático que levasse em conta o perfil e as necessidades particularizadas da clientela, ou seja, que valorizasse a expressão dos sujeitos. Os resultados obtidos sugerem a viabilidade do formato de curso denominado storyline, na medida em que seus desdobramentos mais palpáveis (produção de narrativas em capítulos) originaram, sobretudo, a construção de personagens, cujas identidades são emulações de processos reais dos alunos, isto é, são suas projeções como sujeitos socioculturais, por meio da metodologia do jogo de rivalidades. Essa projeção de identidades de sujeitos socioculturais, mais especificamente, da adolescência dos educandos sujeitos de pesquisa é corolária à metodologia do jogo de rivalidades, que se intersecciona com Teoria dos Jogos (FIANI, 2004; HUIZINGA, 1971), com Teorias da Adolescência (CALLIGARIS, 2014) e com Teorias da Psicologia (KLEIN, 1973), de modo que as tomada de decisão paradigmatizados do profissional estejam alocadas em um enquadramento de trabalho docente. O enquadramento de trabalho docente da Teoria Holística da Atividade, através da aliança didática e da indissociabilidade do pensar, fazer e sentir aponta para um percurso metodológico fundamentado na convergência entre formação pedagógica e formação humana (cognição e afeto) e para um know-how assessorial de desenvolvimento de metodologias de ensino linguoliterário.
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Cabral, Marlucia Barros Lopes. "O professor e sua forma??o lingu?stica: uma interlocu??o teoria-pr?tica." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14338.
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Previous issue date: 2011-04-27The work in screen constitutes a study of entitled doutoramento THE teacher and your linguistic formation: a dialogue teoria-pr?tica. In him, the researcher, discoursing on subjects that involve the teaching-learning of the verbal language, it focalizes the importance of the linguistic formation for professionals that act in the years you begin of the Fundamental Education. In that perspective, lens to analyze the interrela??es among them you know about the teachers, referring to the language (verbal), mobilized in the process teaching-learning of the production of texts written by the students, enrolled in the years you begin of the fundamental teaching. For so much, it developed a research Colaborativa, of qualitative nature, with four part?cipes, being three of them teachers of the empiric field, EETB (pointed school for the " Prova Brasil " (2005) as among the ten Brazilian schools with the worst index of revenue discente in the abilities to read, to write and to interpret) and the other (researcher) educational of UERN. The research made use of several methodological procedures, among which stand out: questionnaire, glimpses, reflexive sessions and cycles of reflexive studies, among others. These specific of the Methodology of the Elaboration Conceptual Ferreiriana, adopted in the process of (re)elaboration, for the part?cipes of the language concepts, text, textual gender, spoken language and written language. With relationship to the analytic procedures, those were based in contributions of the theory of the formation of concepts, of the Applied Linguistics and of the archaeology of the elect concepts. The results appear that the process of linguistic formation, established through the research colaborativa and of the methodology of the elaboration conceptual ferreiriana, uniting knowledge of the areas of the Education and of the Language, it was productive and he/she reveals a narrow relationship among the acquired knowledge for the part?cipes, the (re)organization of the process teachinglearning of the language and the improvement of the productions written by the students of those educational ones
O trabalho em tela constitui um estudo de doutoramento intitulado O professor e sua forma??o lingu?stica: uma interlocu??o teoria-pr?tica. Nele, a pesquisadora, discorrendo sobre quest?es que envolvem o ensino-aprendizagem da linguagem verbal, focaliza a import?ncia da forma??o lingu?stica para profissionais que atuam nos anos iniciais da Educa??o Fundamental. Nessa perspectiva, objetiva analisar as interrela??es entre os saberes dos professores, referentes ? linguagem (verbal), mobilizados no processo ensinoaprendizagem da produ??o de textos escritos pelos educandos, inscritos nos anos iniciais do ensino fundamental. Para tanto, desenvolveu uma pesquisa colaborativa, de natureza qualitativa, com quatro part?cipes, sendo tr?s delas professoras do campo emp?rico, a EETB (escola apontada pelo Prova Brasil (2005) como entre as dez escolas brasileiras com o pior ?ndice de rendimento discente nas habilidades de ler, escrever e interpretar) e a outra (pesquisadora) docente da UERN. A pesquisa fez uso de diversos procedimentos metodol?gicos, dentre os quais se destacam: question?rio, entrevista, sess?es reflexivas e ciclos de estudos reflexivos, entre outros. Estes espec?ficos da Metodologia da Elabora??o Conceitual Ferreiriana, adotada no processo de (re)elabora??o, pelas part?cipes dos conceitos de linguagem, texto, g?nero textual, l?ngua falada e l?ngua escrita. Quanto aos procedimentos anal?ticos, esses foram embasados em aportes da teoria da forma??o de conceitos, da Lingu?stica Aplicada e da arqueologia dos conceitos eleitos. Os resultados apontam que o processo de forma??o lingu?stica, instaurado por meio da pesquisa colaborativa e da Metodologia da Elabora??o Conceitual Ferreiriana, unindo conhecimentos das ?reas da Educa??o e da Linguagem, foi produtivo e revela uma estreita rela??o entre os conhecimentos adquiridos pelas part?cipes, a (re)organiza??o do processo ensino-aprendizagem da linguagem e a melhoria das produ??es escritas pelos alunos dessas docentes
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Marta, Terteli Telek. "Különböző típusú szövegek kreatív olvasásának fejlesztése az anyanyelv tanításában (Razvijanje sposobnosti kreativnog čitanja različitih tipova tekstova u nastavi maternjeg jezika)." Phd thesis, Univerzitet u Novom Sadu, Doktorske disertacije iz interdisciplinarne odnosno multidisciplinarne oblasti na Univerzitetu u Novom Sadu, 2016. https://www.cris.uns.ac.rs/record.jsf?recordId=100707&source=NDLTD&language=en.
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Különböző típusú szövegek kreatív olvasásának fejlesztése az anyanyelv tanításában (Razvijanje sposobnosti kreativnog čitanja različitih tipova tekstova u nastavi maternjeg jezika) tretira metode i procese kojima se razvija čitanje sa razumevanjem (čitalačka pismenost). Ukazuje na to da su preduslov za razumevanje teksta razvijena tehnika čitanja, leksički fond, razumevanje sintagme i rečenice, izvođenje zaključaka, razuđenost teksta, prepoznavanje strukture teksta, unutrašnja slika (mentalna mapa) tipa teksta, u pisanom tekstu poznavanje vizuelnog upravljanja (forma teksta) i jezičkog upravljanja, retorike, uvažavanje vizuelnog konteksta (slike i ilustracije, tumačenje uzajamno komplementarnih tekstova i slika), prepoznavanje stila (stilskog registra), veći kapacitet radne memorije, monitoring okvirnog znanja (poznavanje sveta), procesa razumevanja itd. U radu se prikazuju oblici ispoljavanja deficita pri razumevanju teksta, a objašnjavaju se i uzroci.Autorka analizira strategije razvijanja čitalačke pismenosti sa razumevanjem različitih tipova tekstova počev od beletristike (bajki i poezije), preko naučno-popularne literature (udžbenika) do adekvatnog tumačenja multimedijalnih, pa i digitalnih tekstova. Usput spominje kreativno-produktivne vežbe, ilustruje njihovu ulogu, značaj u stvaranju značenja, prikazuje mehanizam za postizanje efekata kod vežbi kreativnog pisanja i bavi se metodikom vaspitavanja čitalaca.U doktorskoj disertaciji, nakon razmatranja teoretsko-metodološke osnove čitanja sa razumevanjem različitih tipova tekstova, sledi prezentacija rezultata empirijskog istraživanja, kvantitativna i kvalitativna analiza sa matematičko-statističkom obradom podataka. U istraživanju je korišćen test za razumevanje teksta koji nije formalan (standardni), odnosno upitnik o čitalačkim navikama. Uzorak obuhvata 800 učenika: iz naselja u kojima Mađari žive u homogenim sredinama, u rasejanju, odnosno u izolovanim manjim zajednicama.Tokom istraživanja autorka je ispitivala u kojoj meri jezička sredina učenika (Mađari u homogenim naseljima, u rasejanju ili izolovanim zajednicama) utiče na nivo razvoja njihove sposobnosti razumevanja teksta, kao i da li postoji statistički značajna povezanost (pozitivna korelacija) između socijalno-kulturne sredine učenika i nivoa razvoja njihove sposobnosti razumevanja teksta. Istraživanje obuhvata i aspekat postojanja statistički značajne razlike među polovima što se tiče sposobnosti kreativnog čitanja i da li ima razlike u procentima rešenih zadataka vezanih za razne tipove tekstova, odnosno u kojoj meri učinak u razumevanju teksta zavisi od tipa teksta. Tokom kvalitativne analize dobija se odgovor i na to, kako su mediji promenili tradicionalnu strukturu korišćenja slobodnog vremena, odnosno kako se menja profil čitanja po žanrovima i struktura traženog štiva.Koristeći metode deskriptivne, istorijske, statističke i teorijske analize doktorska disertacija daje uvid u nivo razvoja učenika 4. razreda osnovne škole ‒ na teritorijama gde Mađari žive homogeno, u rasejanju ili u izolovanim zajednicama ‒ što se tiče sposobnosti razumevanja teksta, odnosno čitalačkih navika. Disertacija može poslužiti kao osnova za dalja istraživanja, dajući podlogu za komparativne analize.The doctoral dissertation entitled Különböző típusú szövegek kreatív olvasásának fejlesztése az anyanyelv tanításában (English translation: The development of creative reading of texts with a different type in native language teaching) examines the methods, procedures enhancing text comprehending reading. It sheds light on the fact that the condition of text comprehending is the developed reading technique, the vocabulary, syntagm- and sentence understanding, drawing the conclusions, the articulateness of the text, the recognition of text structure, the inner picture of the text type (its mental map), the visual control (the text form) and the lingual control in the written text, the knowledge of the rhetoric, taking into consideration (the interpretation of a text and figure being complementary with each other) the visual context (figures and illustrations), identification of the style (the style register), bigger work memory capacity, the knowledge framework (world knowledge), monitoring the understanding process, etc. Furthermore, it presents the forms of manifestation of the text comprehending deficits, and brings the reasons to light.By analysing the development strategies of comprehending reading of texts with a different type, the author starts from the literary texts (from the tale and the poem), through the educational (course book) texts gets to the adequate interpretation of the multimedia and digital texts. Meanwhile flashes the creative-productive practices by illustrating their role, significance in meaning creation, presents the mode of action of the creative writing practices, and touches upon the methodology of educating for reading.In the doctoral dissertation, the theoretical-methodological establishment of the comprehending reading of different type of texts is followed by the presentation of the results of the empirical research, respectively the quantitative and qualitative analysis of the statistical data. The research was not carried out with the examination of a random sample, it is not a formal (not standard) text comprehending test, and it is based on the questionnaire surveying the reading habits. 800 students belong to the sample: the students living on areas predominantly inhabited by ethnic Hungarian population (compact areas), students living in a diaspora environment, and students from scattered areas.In the course of her research the author examines whether the students' lingual environment (living on areas predominantly inhabited by ethnic Hungarian population, in a diaspora environment, and on scattered areas) influences the development level of text comprehending ability, furthermore whether statistically there exists considerable connection (positive correlation) between the students' sociocultural background and the development level of text comprehending ability. The research also extends to whether, as regard the genders, there can be observed statistically considerable difference regarding the level of creative reading ability, and whether the resolution proportions of the tasks being attached to different type of texts show a difference, namely to what extend does text comprehending performance depend on the text type. In the course of the qualitative analysis we have also got an answer of how did the media modify the traditional structure of free time spending, and how did the aspect of reading change regarding the read genres, the reading structure.By the descriptive, historical, statistical and theoretical analysis, the doctoral dissertation draws a picture ‒ on the areas predominantly inhabited by ethnic Hungarian population (compact areas), the diaspora environment, and on scattered areas ‒ with regard to the primary school fourth grade students, on the development level of text comprehending ability, and maps the reading habits as well. The dissertation may serve as the basis of additional researches, providing the basis for comparative analyses.
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Newsom, Eric Tyner. "An exploratory study using the predicate-argument structure to develop methodology for measuring semantic similarity of radiology sentences." Thesis, 2013. http://hdl.handle.net/1805/3666.
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Indiana University-Purdue University Indianapolis (IUPUI)The amount of information produced in the form of electronic free text in healthcare is increasing to levels incapable of being processed by humans for advancement of his/her professional practice. Information extraction (IE) is a sub-field of natural language processing with the goal of data reduction of unstructured free text. Pertinent to IE is an annotated corpus that frames how IE methods should create a logical expression necessary for processing meaning of text. Most annotation approaches seek to maximize meaning and knowledge by chunking sentences into phrases and mapping these phrases to a knowledge source to create a logical expression. However, these studies consistently have problems addressing semantics and none have addressed the issue of semantic similarity (or synonymy) to achieve data reduction. To achieve data reduction, a successful methodology for data reduction is dependent on a framework that can represent currently popular phrasal methods of IE but also fully represent the sentence. This study explores and reports on the benefits, problems, and requirements to using the predicate-argument statement (PAS) as the framework. A convenient sample from a prior study with ten synsets of 100 unique sentences from radiology reports deemed by domain experts to mean the same thing will be the text from which PAS structures are formed.
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Naicker, Suren. "A cognitive linguistic analysis of conceptual metaphors in Hindu religious discourse with reference to Swami Vivekananda’s complete works." Thesis, 2016. http://hdl.handle.net/10500/22281.
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This thesis investigates the use of metaphorical language in The Complete Works of Swami Vivekananda. Vivekananda is one of the most influential modern-day Hindu scholars, and his interpretation of the ancient Hindu scriptural lore is very significant. Vivekananda’s influence was part of the motivation for choosing his Complete Works as the empirical
domain for the current study. Vivekananda’s Complete Works were mined using AntConc, for water-related terms which seemed to have a predilection for metaphoricity. Which terms to search for specifically was determined after a manual reading of a sample from the Complete Works. The data was then tagged, using a convention inspired by the well-known
MIPVU procedure for metaphor identification. Thereafter, a representative sample of the data was chosen, and the metaphors were mapped and analysed thematically.
This study had as its main aim to investigate whether Hindu religious discourse uses metaphors to explain abstract religious concepts, and if so, whether this happens in the same way as in Judaeo-Christian traditions. Furthermore, following Jäkel (2002), a set of sub-hypotheses pertaining to ubiquity, domains, models, unidirectionality, invariance,
necessity, creativity and focussing is assessed.
Key findings in this study include a general confirmation of the above-mentioned hypotheses, with the exception of ‘invariance’, which proved to be somewhat contentious. The data allowed for the postulation of underlying conceptual metaphors, which differed somewhat from the metaphors used in traditional Judaeo-Christian philosophy.Linguistics and Modern Languages
D. Litt. et Phil. (Linguistics)
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Vernon, Theresa Lynn. "La enseñanza de la lectura en una segunda lengua : la importancia de la conciencia y el control metacognitivo en la comprensión del texto narrativo (versión cuento) y el texto expositivo." Thesis, 2014. http://hdl.handle.net/1805/4524.
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Indiana University-Purdue University Indianapolis (IUPUI)Sin duda la lectura tiene un papel importante en el aula de segunda lengua. No solo es una manera efectiva de adquirir vocabulario y gramática sino también es un buen instrumento para presentar la cultura de la lengua meta. Por lo tanto, es necesario que los estudiantes puedan leer bien. No obstante, los problemas de comprensión surgen cuando a los estudiantes les falta competencia lingüística o conocimiento previo o, las diferencias en las aptitudes de leer, varían en cada estudiante. Entonces es importante que los maestros les den a los estudiantes los instrumentos que les permitan acceder a las estrategias de comprensión. La meta de este trabajo es probar que entre más conciencia metacognitiva tenga un estudiante de segunda lengua, mejor será su comprensión del texto. En general, los maestros de segunda lengua entienden la importancia del conocimiento de vocabulario y gramática en cuanto al éxito de lectura, pero quizás no se dan cuenta de que la conciencia metacognitiva tiene un papel igualmente importante. Por ello, este trabajo es tanto para los maestros que no están familiarizados con la instrucción de las estrategias de la comprensión de lectura como para los que dudan del valor en el currículo, ya lleno de lecciones y ejercicios comunicativos.
Books on the topic "Linguistics Research Methodology"
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Lia, Litosseliti, ed. Research methods in linguistics. New York, N.Y: Continuum, 2010.
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Phakiti, Aek, Peter De Costa, Luke Plonsky, and Sue Starfield, eds. The Palgrave Handbook of Applied Linguistics Research Methodology. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1.
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Duff, Patricia. Case study research in applied linguistics. Boca Raton, FL: LEA, 2007.
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Wichmann, Søren, and Jeff Good. Quantifying language dynamics: On the cutting edge of areal and phylogenetic linguistics. Leiden: Brill, 2014.
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Dressler, Wolfgang U. Spoken language: A major challenge to linguistic theory and methodology. [Budapest]: Magyar Tudományos Akadémia Nyelvtudományi Intézete, 1990.
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Gass, Susan M. Stimulated Recall Methodology in Applied Linguistics and L2 Research. Second Edition. | New York, NY : Routledge, [2016]: Routledge, 2016. http://dx.doi.org/10.4324/9781315813349.
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Sam, Featherston, and Sternefeld Wolfgang 1953-, eds. Roots: Linguistics in search of its evidential base. Berlin: Mouton de Gruyter, 2007.
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Rapallo, Umberto. La ricerca in linguistica. Roma: La Nuova Italia scientifica, 1994.
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Paltridge, Brian. Continuum companion to research methods in applied linguistics. London: Continuum, 2010.
Find full textBook chapters on the topic "Linguistics Research Methodology"
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Sterling, Scott, and Peter De Costa. "Ethical Applied Linguistics Research." In The Palgrave Handbook of Applied Linguistics Research Methodology, 163–82. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_8.
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Harder, Peter. "Partial Autonomy. Ontology and methodology in cognitive linguistics." In Cognitive Linguistics Research, 195–222. Berlin, New York: DE GRUYTER MOUTON, 1999. http://dx.doi.org/10.1515/9783110803464.195.
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Larner, Samuel. "Forensic Linguistics." In The Palgrave Handbook of Applied Linguistics Research Methodology, 703–18. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_31.
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Fryer, Luke K., Jenifer Larson-Hall, and Jeffrey Stewart. "Quantitative Methodology." In The Palgrave Handbook of Applied Linguistics Research Methodology, 55–77. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_3.
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Lew, Shim, Anna Her Yang, and Linda Harklau. "Qualitative Methodology." In The Palgrave Handbook of Applied Linguistics Research Methodology, 79–101. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_4.
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Mackey, Alison, and Lara Bryfonski. "Mixed Methodology." In The Palgrave Handbook of Applied Linguistics Research Methodology, 103–21. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_5.
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Stam, Gale, and Kimberly Buescher. "Gesture Research." In The Palgrave Handbook of Applied Linguistics Research Methodology, 793–809. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_36.
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Abbuhl, Rebekha. "Research Replication." In The Palgrave Handbook of Applied Linguistics Research Methodology, 145–62. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_7.
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Malinowski, David. "Linguistic Landscape." In The Palgrave Handbook of Applied Linguistics Research Methodology, 869–85. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_40.
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Samraj, Betty. "Writing a Research Article." In The Palgrave Handbook of Applied Linguistics Research Methodology, 199–219. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_10.
Full textConference papers on the topic "Linguistics Research Methodology"
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Rahman, Asma Abdul. "Innovative Approach in Understanding Quranic Linguistics Miracle Using Methodology of Al-Tawlidiah “ATaWM&Mgg”." In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.1.
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Schlangen, David. "Targeting the Benchmark: On Methodology in Current Natural Language Processing Research." In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-short.85.
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Gvarishvili, Zeinab, and Nana Mazmishvili. "Tendencies of threat techniques utilization in the COVID-19 related discourse in Georgian and English online news reports." In 9th Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0212-2022-3.
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The objective of the present research is to study and analyze linguistic markers of threat utilized in English and Georgian online daily news (The Guardian and The Georgian Times) concerning the COVID-19 pandemic. The study provides synchronic analysis of specific tendencies of utilization of threat techniques in the two languages. The research methodology implies qualitative and quantitative data analyses as well as corpus-based research aiming at determination of peculiarities of threat utterance and its function in persuasive communicative act and revealing similarities and differences between the two languages by contrasting and comparative methodologies.
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Anspoka, Zenta. "Some Aspects of Teaching Latvian Grammar at School." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.59.
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The Latvian language as a subject has been a taught language since the 1st grade till 12th grade in both minority schools and schools, where the Latvian language is the language of instruction. In recent years the country has also been implementing the education reform within the framework of which the content and its acquisition methodology has been improved, but the students’ level of the Latvian language as state language skills is declining in various aspects. The topicality of the problem to be researched stems from the results obtained by analyzing the scientific research implemented in the country (2007–2021) and other research on language competence of basic and secondary education students. The aim of the research is to analyze the content and methodology of grammar teaching in basic school and in secondary school for students’ language competence. The methodology of the study is based on linguistics, linguistic didactics, cognitivism and sociocultural theories. The empirical data have been obtained by analyzing the Latvian language learning process and the quality of the essays (content analysis of 409 essays of the 12th grade secondary school students in School Year 2018/2019 according to the previously developed criteria based on theories). The results of the research show that students learn the grammar rules mainly formally, without linking them to a specific communicative purpose. More attention should be paid to students’ work with authentic texts, pupils’ own texts as well as study texts used for the acquisition of the content of other subjects. In the didactics of the Latvian language more attention should be paid to the students’ sense of language as the ability to perceive, emotionally recognize and evaluate the use of language. The significance of the results lies in the aspect that they reveal the real situation and enable us to develop recommendations for the improvement of the Latvian language learning process.
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Borysova, N. V. "EVALUATION CATEGORY AS AN OBJECT OF LINGUISTIC RESEARCH." In MODERN PHILOLOGY: THEORY, HISTORY, METHODOLOGY. PART 1. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-425-2-1.
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"Systematic Improvement of User Engagement with Academic Titles Using Computational Linguistics." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4338.
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Aim/Purpose: This paper describes a novel approach to systematically improve information interactions based solely on its wording. Background: Providing users with information in a form and format that maximizes its effectiveness is a research question of critical importance. Given the growing competition for users’ attention and interest, it is agreed that digital content must engage. However, there are no clear methods or frameworks for evaluation, optimization and creation of such engaging content. Methodology: Following an interdisciplinary literature review, we recognized three key attributes of words that drive user engagement: (1) Novelty (2) Familiarity (3) Emotionality. Based on these attributes, we developed a model to systematically improve a given content using computational linguistics, natural language processing (NLP) and text analysis (word frequency, sentiment analysis and lexical substitution). We conducted a pilot study (n=216) in which the model was used to formalize evaluation and optimization of academic titles. A between-group design (A/B testing) was used to compare responses to the original and modified (treatment) titles. Data was collected for selection and evaluation (User Engagement Scale). Contribution: The pilot results suggest that user engagement with digital information is fostered by, and perhaps dependent upon, the wording being used. They also provide empirical support that engaging content can be systematically evaluated and produced. Findings: The preliminary results show that the modified (treatment) titles had significantly higher scores for information use and user engagement (selection and evaluation). Recommendations for Practitioners: We propose that computational linguistics is a useful approach for optimizing information interactions. The empirically based insights can inform the development of digital content strategies, thereby improving the success of information interactions. Recommendations for Researchers: By understanding and operationalizing content strategy and engagement, we can begin to focus efforts on designing interfaces which engage users with features appropriate to the task and context of their interactions. This study will benefit the information science field by enabling researchers and practitioners alike to understand the dynamic relationship between users, computer applications and tasks, how to assess whether engagement is taking place and how to design interfaces that engage users. Impact on Society: This research can be used as an important starting point for understanding the phenomenon of digital information interactions and the factors that promote and facilitates them. It can also aid in the development of a broad framework for systematic evaluation, optimization, and creation of effective digital content. Future Research: Moving forward, the validity, reliability and generalizability of our model should be tested in various contexts. In future research, we propose to include additional linguistic factors and develop more sophisticated interaction measures.
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Lozovskaya, Alina, Danil Pitolin, and Semyon Bessonov. "Setting Up A Complex Model Of Speech Analysis: Pilot Study Of Late Bilingual Speech." In Dialogue. RSUH, 2022. http://dx.doi.org/10.28995/2075-7182-2022-21-1122-1128.
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Modern applied linguistics includes a substantial amount of spoken language analysis, and current Natural Language Processing techniques allow working with large amounts of audio data. This article demonstrates a method for conducting primary research of late bilinguals' speech, which is particularly relevant in the context of modern globalization. Using a small sample as an example, the paper presents the methodology testing the informants' speech, including technical approaches for speech collecting, processing, and interpretation. The dataset for the analysis is the interview recordings, which took place after the informants watched a silent film.
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Zolotarev, Oleg. "Research and development of linguo-statistical methods for forming a portrait of a subject area." In International Conference "Computing for Physics and Technology - CPT2020". Bryansk State Technical University, 2020. http://dx.doi.org/10.30987/conferencearticle_5fce2773c5a7b3.23896517.
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The project aims to solve the fundamental scientific problem of semantic modeling, within the framework of which a methodology is developed for the automated identification of translation links (translation correspondences), as well as hierarchical, synonymous and associative links from Internet texts and the construction of multilingual associative hierarchical portraits of subject area (MAHPSA), in particular, on autonomous uninhabited underwater vehicles (UUV). Accounting for multilingual and heterogeneous resources allows you to get a more complete picture of what is happening in the subject area, to identify the sources of the origin of ideas, the speed and directions of their distribution, to identify significant documents and promising directions. The solution to the problem is based on an integrated approach that combines the methods of statistics, corpus linguistics and distributive semantics, and is implemented in technology that involves the development of linguo-statistical mechanisms for the formation of a multilingual associative hierarchical portrait of a subject area, which is a dictionary of significant terms of the subject area, the elements of which organized in synonymous series (synsets), including translational correspondences, as well as associative and hierarchical relationships.
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Sapon, Evgeny, Ann Butova, Olesia Kisel, and Angeliena Dubskikh. "METHODOLOGICAL BASES FOR DISTANCE COURSE DESIGN "PROFESSION-ORIENTED GERMAN"." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-114.
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The authors of the study describe the methodical and linguodidactic specifics of course design "Profession-oriented German" within the FL course for postgraduate engineering students. The relevance of the study lies in the fact that this course was designed jointly by teachers and students and was the result of distance work during the COVID-19 pandemic. The novelty of the study lies in the fact that the communicative-activity approach in independent work has been transferred to the distance learning. The purpose of the research is to describe the internal structure of the course; show what professional, linguistic and speech competencies are formed with this distance course; do a pedagogical experiment demonstrating the course possibilities in the implementation of "Profession-oriented German" distance learning for postgraduate students; prove the innovativeness and productivity of the distance learning model in the Master's degree programme. The materials of the research are e-learning manuals, createded by the teachers of the department; the discipline work program; results of students' questionnaire. Descriptive, project-based, comparative, and statistical methods are applied in the study. While doing the experiment, the innovation and productivity in the transformation of a classroom course into a distance one was proved, which are manifested in the following: 1) the ability to develop students' professional, communicative and linguistic competencies; 2) the development of students' individual trajectory; 3) expanding socio-cultural potential; 4) the development of students' intellectual potential; 5) the intensification of the learning process. As a result of the experiment 1) the methodology and technique of using distance technologies in organizing the project activities for postgraduate students are described; 2) an algorithm for constructing a distance course in linguistics in the Master's degree programme is designed 3) methodologies and techniques for the use of ITs in the formation of a new Russian university model is developed.
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Raheja, Roshni. "Methodology in Accent Perception Studies: A Review." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.12-1.
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Research in the field of Language Attitudes and Social Perceptions have proven associations between a speaker’s accent, and listener’s perceptions of various aspects of their identity – intelligence, socio-economic background, race, region of origin, friendliness, etc. This paper seeks to critically analyze the methodology and theories in the field of accent perception through a review of existing research literature across various disciplines that have studied it. After reviewing Social Identity Theory, Prototype theory, and theories regarding Ethnolinguistic identity, it points out various knowledge gaps and limitations of methodologies previously used. It then studies the implications for future research, in various domains, proposing a new theoretical paradigm using mixed methods studies.
Reports on the topic "Linguistics Research Methodology"
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Bilovska, Natalia. INTERACTIVE STYLES: PERSPECTIVES OF EMERGENCE, ESTABLISHMENT AND DEVELOPMENT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12168.
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Stylistics can be considered as a field of study that crosses text theory, linguistics, and journalism. Although different schools create different approaches to stylistics, each stylistic approach will include in its paradigm some basic factors, such as the reader and the author. This article shows how these factors interact with each other and, ultimately, create the basis for the emergence of a new field in Ukrainian journalism – interactive stylistics. The study is devoted to interactive stylistics, which is considering as a field based on the text’s own pragmatic potential in the context of modern humanities methodology. This discipline acquires a new function: to observe and interpretively explain, firstly, the meaning of interactions between agents (author and recipient) in communication, mediated by the media text, and, secondly, the effect that this interaction brings. At the center of interactive stylistics is the author (journalist), who through the text discusses the content of interactions in relation to his own interests, as well as cultural, social and historical contracts with the reader. The meaning of the expressions used and the general meaning of such interactions arises in the context of communication events, based on the perception of the subjects of communication with the surrounding reality through the assimilation and adequate interpretation of new information. In modern Ukrainian science of communication, the study of interactive stylistics acquires significant potential. It profiles itself in the context of interdisciplinarity and aims to explore interactivity, interpretability, as well as intertextuality (in specific media texts or interdiscourse dialogue). Interactive stylistics is able to meet the needs of communicators as a useful source of instructions on how communication subjects interact and has a chance to achieve success both at the domestic and international scientific level. Due to its scientific perspective of applying the above-mentioned methodology, it is harmoniously integrated among the tendentious linguistic and broader social science and humanitarian disciplines in Ukrainian scientific research or in the wider international context. Keywords: interactive stylistics; stylistics; reverse communication; style; interactivity; media text.
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Bohuslavskyj, Oleh. UKRAINIAN-CANADIAN NEWSPAPER “NEW PATHWAY”: WINNIPEG PERIOD (1941-1977). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11391.
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The subject of the study is the ideological, financial, economic and socio-social conditions of the publishing house and the editorial board of the magazine “New Pathway” Winnipeg period 1941-1977. The main objectives is to determine the peculiarities of the conditions of publishing a Ukrainian magazine in exile, which provides for the systematization and introduction into scientific circulation of factual material on creative and material activities of the “New Pathway” and socio-political environment that influenced the information and ideological and business policy of the publication. The basis of the research methodology is axiological, cultural, systemic approaches; methods of historicism, analysis, synthesis, generalization were used. The study provides not only a description of the historical path of the publication in this period, but also the reasons for miscalculations and successes, both financial and economic and socio-political, which allowed not only to stay in the information field and market for more than ninety years, technical circumstances of its existence, the political struggle in the new wave of emigration after World War II, changes in demographic and linguistic situation among the Ukrainian diaspora in Canada. The reasons for the situational increase and decrease in the activity of the publication’s subscribers were identified; the mechanisms of expanding the readership, attracting new readers and authors are analyzed; confirmed that the efforts of editors and directors of the publishing house at the initial stage of the Winnipeg period created and strengthened the material and technical base of the publishing house, conducted advertising campaigns and direct work to attract new subscribers and readers; The significance of the study is that for the first time in Ukraine the information about the Winnipeg period of the Ukrainian-Canadian weekly “New Pathway”, its financial and financial problems and creative and editorial successes was analyzed and summarized, thus filling another page in the history of Ukrainian diaspora periodicals.