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Asschier, Emil. "Comprehension of L2 idioms – audio-visual versus written context." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25722.
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The main objective of the present study is to investigate whether there is a difference in comprehension between two groups of Swedish L2 learners of English when they are faced with idioms in either a written context or in an audio-visual context. The investigation was performed at a Swedish upper secondary school. The subjects of the investigation are two different groups, where group 1 consists of 21 subjects and group 2 of 26 subjects. To one group, the idioms were presented in a written context, which is a transcribed version of the audio-visual context to which the second group was subjected. The results of the study are statistically confirmed, which means that they are generalizable to any two similar sets of students taking the same two tests and they show that there is a difference in comprehension for L2 learners if they are presented with idioms in an audio-visual context in comparison to when they are presented with a written context. This difference suggests that the comprehension of L2 idioms can be strengthened when the idioms are presented in an audio-visual context.
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Fukkink, Ruben Georges. "Instructing primary school children in deriving word meaning from written context." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/63501.
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Miskevich, Halina. "Motivational Factors and Obstacles in Written Homework." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28449.
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The purpose of this study was to investigate some motivational factors that enhancepupils’ written homework performance as well as the obstacles that make writtenhomework a difficult task. The method applied in this thesis is qualitative. Theinvestigation was carried out with the help of semi-structured interviews. The results ofthis study indicate that the pupils have different attitudes to their written homework. Themost interesting result is that not all successful pupils are highly externally motivated.The research shows that external motivational factors can enhance the pupils’ writtenperformance well enough but they can also lead to stress and anxiety and complicate thewriting process for less successful pupils. Another finding of this dissertation is thatdeadlines related to assessment can be treated as a negative form of external motivation.
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Picornell, Isabel. "Cues to deception in a textual narrative context : lying in written witness statements." Thesis, Aston University, 2013. http://publications.aston.ac.uk/19316/.
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Little research has been undertaken into high stakes deception, and even less into high stakes deception in written text. This study addresses that gap. In this thesis, I present a new approach to detecting deception in written narratives based on the definition of deception as a progression and focusing on identifying deceptive linguistic strategy rather than individual cues. I propose a new approach for subdividing whole narratives into their constituent episodes, each of which is linguistically profiled and their progression mapped to identify authors’ deceptive strategies based on cue interaction. I conduct a double blind study using qualitative and quantitative analysis in which linguistic strategy (cue interaction and progression) and overall cue presence are used to predict deception in witness statements. This results in linguistic strategy analysis correctly predicting 85% of deceptive statements (92% overall) compared to 54% (64% overall) with cues identified on a whole statement basis. These results suggest that deception cues are not static, and that the value of individual cues as deception predictors is linked to their interaction with other cues. Results also indicate that in certain cue combinations, individual self-references (I, Me and My), previously believed to be indicators of truthfulness, are effective predictors of deceptive linguistic strategy at work
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Balachandran, Aparna. "Perspectives and Practices Regarding Written Corrective Feedback in Swedish Context : A Case Study." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153093.
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Denna studie undersökte uppfattningar om praktiker när det gäller skriftliga återkopplingsmetoder för två lärare i engelska på ett svensk gymnasium. Projektet som utformades som en fallstudie undersökte också de kontextuella faktorerna som påverkar lärarnas kunskaper, övertygelser och skriftliga återkopplingsmetoder genom att samla in data med hjälp av Think-Aloud protokoll sessioner, halvstrukturerade intervjuer och analys av kommenterade studenttexter. Resultaten tyder på att det finns skillnader i lärarnas uppfattningar och faktiska praxis när det gäller att lära sig att skriva och tillhandahålla skriftlig återkoppling på grund av de kontextuella faktorerna. Resultaten visar också att lärarnas akademiska identitet, erfarenhet och institutionella krav tillsammans med andra faktorer som betyg, tid, studentmotivering och klassrummstorlek har påverkat lärarens beslutsprocess.
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Ngai, Sze-yee. "Understanding written feedback practices as well as teachers' and students' perceptions and attitudes towards written feedback in an ESP context in Hong Kong." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241098.
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Lee, Ka-man Carmen. "Chinese and English computer-mediated communication in the context of New Literacy Studies /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25151630.
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Brammall, Neil Howard. "An investigation into the use of linguistic context in cursive script recognition by computer." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/7177.
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The automatic recognition of hand-written text has been a goal for over thirty five years. The highly ambiguous nature of cursive writing (with high variability between not only different writers, but even between different samples from the same writer), means that systems based only on visual information are prone to errors. It is suggested that the application of linguistic knowledge to the recognition task may improve recognition accuracy. If a low-level (pattern recognition based) recogniser produces a candidate lattice (i.e. a directed graph giving a number of alternatives at each word position in a sentence), then linguistic knowledge can be used to find the 'best' path through the lattice. There are many forms of linguistic knowledge that may be used to this end. This thesis looks specifically at the use of collocation as a source of linguistic knowledge. Collocation describes the statistical tendency of certain words to co-occur in a language, within a defined range. It is suggested that this tendency may be exploited to aid automatic text recognition. The construction and use of a post-processing system incorporating collocational knowledge is described, as are a number of experiments designed to test the effectiveness of collocation as an aid to text recognition. The results of these experiments suggest that collocational statistics may be a useful form of knowledge for this application and that further research may produce a system of real practical use.
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Aranda, Hernández Carolina, Olea Francisca Astudillo, Bravo Marcela Benavides, Godoy Lorena Díaz, Orellana Josefa Inostroza, Bravo Nicole Novion, Quiroz Valentín Núñez, Frabasile Javiera Romero, and Turén Daniela Toro. "A case study of written feedback types and perceptions in a spanish L1 university context." Tesis, Universidad de Chile, 2013. http://repositorio.uchile.cl/handle/2250/113101.
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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura InglesaThis study explores feedback practices in an EFL university programme in Chile. In particular, it seeks to determine what kinds of feedback students receive and their quality. Furthermore, the study also aims at examining the perceptions, beliefs and preferences teachers and students have concerning these practices. To this purpose, naturalistic and artificial data was collected from 34 students from an undergraduate in English language and literature programme of the Universidad de Chile. In addition, teachers’ perceptions and beliefs were assembled by means of open–ended–questions interviews. Students’ perceptions and preferences were taken from digital questionnaires. Results suggest that teachers have no standardized set of techniques when providing feedback. Moreover most of them choose their feedback practices in agreement with the subject-matter they are currently evaluating. Students, consequently, do perceive the lack of standardization in the correction of their written tasks and openly prefer the broad description of their mistakes. The most relevant conclusion regarding student’s role is that there is a correspondence between perceptions and beliefs of students and teachers. However, this match in perceptions does not correspond with what actually happens. Students are aware of the importance of their involvement in the process of corrections but teachers claim that a small percentage of students participate in reality. This issue is explained by three affecting factors: Time, Institutionalization and Students’ Motivation.
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Silva, Camila Barreto. "Production written for students with intellectual disabilities in the context of mediation in the classroom." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7464.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorThe present research, based on the socio-historical perspective, aimed at investigating the importance of mediation tools for the learning of written language of students with intellectual disabilities, working in partnership with colleagues without such disabilities. It also aimed at analyzing whether the mediation of knowledge of written language, held by students without intellectual disabilities, favors the evolution of psychogenetic levels of students with such disabilities, as well as investigating whether the quality of the written production of students with intellectual disabilities is modified by the mediation held by classmates without disability. The study was based on a qualitative approach, using the co-participative method through the partnership between the researcher and the teachers of these students. The study included three students with intellectual disabilities from two public schools in Fortaleza, all enrolled in elementary school, the 2nd, 3rd and 4th years. The procedures of this research involved exploratory research, the application of pre-tests and post-test and text production activities, according to different textual genres. It was performed a total of 68 production activities, involving different genres, such as letter, list , advertisement, message, directions and others. The results of this research suggest that mediation strategies held by nondisabled classmates demonstrates to be important tools for the written production of students with intellectual disabilities in the context of the classroom. The mediation strategies promoted the evolution of psychogenetic levels and the expanding of vocabulary from two of the three students who participated in the research. The mediation strategies also provided the participation of all the students in speeches / debates about the construction of their writing, often abandoning the position of a scribe âin the sense of being one that only copies.
A presente pesquisa, pautada na perspectiva sÃciohistorica, teve por objetivo investigar a importÃncia da mediaÃÃo pedagÃgica para a aprendizagem da linguagem escrita dos alunos com deficiÃncia intelectual em parceria com colegas sem esse tipo de deficiÃncia. Objetivou tambÃm analisar se a mediaÃÃo do conhecimento da lÃngua escrita realizada pelo aluno sem deficiÃncia intelectual favorece a passagem dos nÃveis psicogenÃticos do aluno com esse tipo de deficiÃncia, bem como, averiguar se a qualidade da produÃÃo escrita do aluno com deficiÃncia intelectual à modificada pela mediaÃÃo exercida por um colega de sala sem deficiÃncia. O estudo baseou-se na abordagem qualitativa utilizando o mÃtodo coparticipativo mediante a parceira entre a pesquisadora e as professoras dos referidos alunos. Participaram deste estudo trÃs alunos com deficiÃncia intelectual de duas escolas municipais de Fortaleza, todos eles matriculados no Ensino Fundamental I, nos 2Â, 3 e 4 anos. Os procedimentos desta investigaÃÃo envolveram a pesquisa exploratÃria, a aplicaÃÃo de prÃ-testes e pÃs-teste e a elaboraÃÃo de atividades de produÃÃo de texto segundo diferentes gÃneros textuais. Foram realizadas no total de 68 atividades de produÃÃo de texto envolvendo diversos gÃneros, tais como carta, lista, anÃncio bilhete, bula e outros. Os resultados desta pesquisa sugerem que as estratÃgias de mediaÃÃo desenvolvidas pelos colegas sem deficiÃncia apresentaram-se como instrumentos importantes para a produÃÃo escrita dos alunos com deficiÃncia intelectual, em contexto de sala de aula. As estratÃgias de mediaÃÃo promoveram a passagem dos nÃveis psicogenÃticos e a ampliaÃÃo do vocabulÃrio de dois dos trÃs alunos participantes. Possibilitaram tambÃm a participaÃÃo de todos eles nos discursos/debates acerca da construÃÃo de sua escrita, abandonando muitas vezes, a posiÃÃo de escriba - no sentido de ser aquele que apenas copia.
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Wasserman, Gertruida Petronella. "Modality on trek : diachronic changes in written South African English across text and context / G.P. Wasserman." Thesis, North West University, 2014. http://hdl.handle.net/10394/13042.
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This study describes the diachronic development of modality in South African English (henceforth SAfE) from the early 19th century up to its contemporary state (1820s to 1990s) in the registers of letters, news, fiction/narrative and non-fiction, on the basis of the theoretical framework of socio historical linguistics and the empirical approach of corpus linguistics. Both quantitative and qualitative analyses are conducted for modal and quasi-modal verbs, by means of the newly compiled historical corpus of SAfE and ICE-SA (with the addition of Afrikaans corpora for comparison). The study explores general frequency changes, register-internal changes and macro- and micro semantic changes, with the focus of the main semantic analysis more strongly on the obligation and necessity cluster1. A set of parameters is compiled for analysing the strength of obligation in the modals must and should, and the quasi-modal HAVE to, and is applied in the micro semantic analyses. The findings are compared with the trends for modality in other native English’s, such as American, British and Australian English (cf. e.g. Mair & Leech, 2006; Collins, 2009a; Leech, 2011), in an attempt to present a complete and comprehensive description of SAfE modality, as opposed to the traditional approach of focusing on peculiar features. It is reported that the trends of modality in SAfE correspond to those of other native varieties in some cases, but do not correspond in others. The modals of SAfE for example have declined more and the quasi-modals have increased less over the 20th century than in other native varieties of English. One particular case, in which SAfE is reported to be unique among other varieties, is the quantitative and qualitative trends for must, which has some implications for the manifestation of the democratisation process. Must in SAfE has not declined significantly over the 20th century (as it has in other native varieties) and has become less face threatening, since uses with a median (weaker) degree of force are just as frequent as those with a higher degree of force by the 1990s (unlike in other native varieties, where must has become restricted to high-degree obligative contexts). Based on socio historical, as well as linguistic evidence (on both quantitative and qualitative levels), language contact with Afrikaans is posited as the main influence for the increased use of must in contexts that are not face threatening. Extrapolating from the semantic findings, some new insights are offered regarding the phase in which SAfE finds itself within Schneider’s (2003) model of the evolution of New English’s, and some support is offered for Bekker’s (2012:143) argument that “SAfE is ...the youngest of the colonial varieties of English”, especially in the Southern Hemisphere. Ultimately, this thesis offers a piece in the larger puzzle that is SAfE, both in terms of linguistic (textual) and socio historical (contextual) aspects.PhD (English), North-West University, Vaal Triangle Campus, 2014
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Rajab, Hussam. "EFL teachers' and learners' perceptions, beliefs and practices on written corrective feedback in the Saudi Higher Education context." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/33972.
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An area of research that has witnessed an enormous surge of research studies as well as extensive debates in the field of Teaching English to Speakers of Other Languages (TESOL), is the Written Corrective Feedback (WCF) concept and practices in English as a Foreign Language (EFL) or English as a Second Language (ESL) contexts. Over the past three decades, there has been a plethora of research studies on WCF, however, most studies had few limitations which necessitated a wider prospect into the various issues concerned with WCF. This research study, following an explanatory sequential mixed methods design, which was conducted in the Saudi context, brought a new angle into this heavily debatable area of research where a link was sought to bridge the gap between the teachers and students’ perceptions of WCF and their preferred WCF type in an EFL context taking advantage of a large number of participants to take part in a single study on WCF. Online teacher and learner questionnaires were utilised with the participation of 320, both male and female, EFL teachers, and 840 EFL male and female learners from Preparatory Year Program (PYP) at six government universities in Saudi Arabia. Then, semi-structured interviews with 10 EFL, male and female teachers and 10, male and female learners were conducted to explore their perceptions, attitudes and practices (in the case of the EFL teachers) towards this important issue in TESOL and where differences as well as agreements among the teachers and learners exist, so as to attempt to enlighten EFL/ESL professionals on various aspect of WCF as seen by both teachers and learners. Data analysis included quantitative analysis of the teacher and learner questionnaires as well as qualitative and thematic analysis of the transcribed interviews. The teachers, as well as the learners expressed high level of interest towards WCF. Similarly, the learners also believed that their overall language learning can be elevated by having a well-structured WCF which they need to be familiar with. Results of the data analysis also indicated that there are still some differences in the way teachers and learners perceive the WCF in general where teachers prefer coded WCF, whereas, learners prefer unfocussed WCF. There were positive unified agreements, however, between the EFL teachers and learners which gave the indication that there should be more discussions and research studies in order to reach a mutual understanding and a beneficial solution that aims to elevate the scope of TESOL teaching and learning. Furthermore, establishing writing centres at universities in Saudi Arabia where WCF is fully detailed for learners, may also represent an area for continued focus. Recommendations and suggestions for future research include conducting a similar research study in a different EFL context and compare the results to the outcome in this study.
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Cavdar, Rabia Cigdem. "Literary Spaces As The Representation Of Dominant Ideologies In The Context Of Dystopias Written Between 1920 And 1950." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613854/index.pdf.
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This thesis is an attempt to understand the relations between architecture and ideology in literary spaces in the context of Dystopias. It will pursue a definition of the relation between architecture and ideology to understand how the paradigmatic changes affect literary form of architecture to pose revolutionary thought(s). Literature often presents a dystopia or utopia to criticise its own written time, and literary text itself, is both a collection and a pressed version of that time. That is why to examine the ideologies and ideological changes in the period from 1920 to 1950, literary text and constructed spaces in dystopias are used as apparatus to form both the dominant ideology with its negative points and the revolutionary one as a space of resistance. Main discussion will be based on literary spaces in three dystopiasWe written by Russian novelist Yevgeny Zamyatin, Brave New World written by Aldous Huxley and Nineteen Eighty Four written by George Orwell. These cases will be used to open the claim that dominant ideology determines the spatial distances of revolutionary thoughts and architecture, and appear as both cause and result of a materialisation of thoughts, thereby forming a dialectic representation of that ideology. Four main items will form the thesis
architecture, ideology, literary spaces (textual spaces) and trilogy of utopia/dystopia/heterotopias.
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Bergstrand, Nina. "Etymological Elaboration versus Written Context : A study of the effects of two elaboration techniques on idiom retention in a foreign language." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33268.
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The premise that idioms are an important feature in second language learning and teaching is what underpinned the present study. The aim is to investigate what teaching method is the most effective for idiom retention; etymological elaboration or context elaboration. It is a small scale study run focusing on two groups of 9th grade students were approximately 80% of the students had Swedish as their mother tongue, whilst the remaining 20% had other languages. One group of 18 students where taught 15 opaque idioms. The idioms were presented with their etymology. The preference group consisted of 19 students and the same idioms were presented to this group in context. A pre-test was given to both groups in order to establish what idioms they already knew. A post-test was run immediately after the ecture, where the idioms were presented either in context or with their etymology, in order to determine the methods’ effect on immediate retention. After three weeks, a second post-test was run in order to discover the degree to which the idioms had reached the students’ longterm memory and compare the two teaching techniques accordingly. A questionnaire was also conducted in order to gauge out the students’ idiom awareness and to what degree they believed that the teaching method helped them to remember the idioms. The results of the study show that both teaching techniques are beneficial on idiom retention. Context elaboration, however, turned out to be most effective on immediate- and long-term retention.
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李嘉雯 and Ka-man Carmen Lee. "Chinese and English computer-mediated communication in the context of New Literacy Studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29872959.
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Jones, Sylvia Valerie. "Arguing on-line and off : a study of students’ argumentation in the context of computer-mediated discussion and individually written assignments." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424621.
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Afram, Eliane. "Idioms in English as a Second Language : Contextualization of L2 idioms (written context versus still pictures) and its effect on students' retention." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30338.
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The main aim of the present study is to investigate whether there is a difference in retentionbetween two groups of Swedish second language learners of English when they are faced withidioms in a written context or in the form of still pictures. The subjects of the investigation aretwo different groups at a high school in Sweden. Both Group 1 and 2 consist of 24 subjectseach. For this study, 15 idioms were randomly selected. To Group 1, the idioms werepresented in a written context and to Group 2 the idioms were presented in the form of stillpictures. The subjects were given a pre-test and two post-tests to measure their retention.Moreover, the subjects were given a questionnaire in order to learn more about theirperception of idioms. I believe that, on the immediate post-test, Group 1 (the “written contextgroup”) did better than Group 2 (the “still pictures group”). Nevertheless, on the delayed posttest(testing long-term retention), Group 2 remembered more idioms than Group 1. But, it isimportant to note that contextualization of L2 idioms using written context and/or using stillpictures resulted, in general, to be effective strategies for the retention of idioms.
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BRITO, Ivaneide Gonçalves de. "A escrita escolar: aspectos envolvidos na construção do sujeito-autor nos anos finais do ensino fundamental." Universidade Federal de Campina Grande, 2018. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/1467.
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A presente pesquisa consiste em descrever e apresentar reflexões em torno do processo de produção do texto escrito pelo aluno, identificando possíveis aspectos que contribuem para práticas insuficientes com a escrita escolar e para o desenvolvimento da autoria textual na produção escrita. O lócus da investigação foram duas escolas públicas de ensino fundamental, em Assaré, no Ceará. Os principais objetivos foram, portanto, analisar os aspectos que envolvem o processo de escrita escolar e a construção do sujeito como autor de seus textos e identificar os fatores que contribuem para a complexidade da produção textual, evidenciando domínio sobre a competência discursiva textual. É uma pesquisa de natureza aplicada, abordagem qualitativa e caracterizada como um estudo de caso. A abordagem teórica baseia-se nas discussões de Antunes (2003, 2009), Bakhtin (1997), Geraldi (2012), Passareli (2012), Possenti (2002, 2013, 2014), entre outros, que defendem a contextualização e a escrita, sempre tendo em conta os contextos de produção e recepção destes textos. Partindo da problemática que permeou nosso objeto de estudo e análise de dados, confirmamos a necessidade de práticas significativas para trabalhar com a produção textual em sala de aula, como forma de contribuir para o desenvolvimento da escrita escolar, baseada principalmente na abordagem dos gêneros textuais. e colaborar para a formação de estudantes-autores interativos e, portanto, cidadãos.
The present research consists of describing and presenting reflections around the production process of the written text by the student, identifying possible aspects that contribute to insufficient practices with the school writing and for the development of textual authorship in written production. The locus of the investigation were two public elementary schools, in Assaré, Ceará. The main objectives were therefore to analyze the aspects that involve the process of school writing and the construction of the subject as author of their texts and identify the factors that contribute to the complexity of textual production, evidencing domain over textual discursive competence. It is a research of an applied nature, qualitative approach and characterized as a case study. The theoretical approach is based on the discussions of Antunes (2003, 2009), Bakhtin (1997), Geraldi (2012), Passareli (2012), Possenti (2002, 2013, 2014), among others, who defend contextualized and writing, always taking into account the contexts of production and reception of these texts. Starting from the problematic that permeated our object of study and data analysis, we confirm the need for meaningful practices for working with textual production in the classroom, as a way of contributing to the development of school writing, based mainly on the approach of textual genres and to collaborate for the formation of interactive student-authors and, therefore, citizens.
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Dalbani, Hala. "An investigation into the relationship between the educational context and the written product of university EFL students with implications for the teaching of writing." Thesis, University of Leeds, 1992. http://etheses.whiterose.ac.uk/458/.
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This study investigates the sources of difficulties that Damascus University learners face in their composition writing courses at the Department of English Language and Literature. The research is carried out through a longitudinal study of both the context and the product of writing across a four year EFL writing course. Findings suggest that the writing problems that students face are inherent in the writing pedagogy in current practice at the University. Most studies in ESL/EFL writing have looked at the final product in isolation from the context in which it has been produced. This work has attempted a study of the process of teaching and evaluating writing at Damascus University across four years and analysed longitudinally, in the light of the contextual findings, the final products (written under the influence of the context described) of the same group of learners. Research on ESL writing too has focused mainly on the teaching of writing in smaller classes. This work is unique too in having to deal with a large class situation. In addition to the introduction and conclusion, the thesis comprises six main chapters. The first chapter looks at the theoretical developments in the teaching of Li writing and their impact on ESL,/EFL perceptions and writing pedagogies. Based on the insights gained from the above survey, chapters two and three attempt to evaluate the Damascus University context of teaching writing across the four year program. Chapters four and five analyse longitudinally the syntactic and the discourse level features of an authentic sample of students' written exam products, produced under the effect of the context of writing described in chapters two and three. The aim of this is twofold, to investigate the influence of the context on the product of writing and to trace the development that learners make across the four year program. Chapter six incorporates the relevant theoretical beliefs outlined in the work with an understanding of the Damascus University context to present suggestions for instructional practices that are to make of the writing course a more effective, purposeful and useful one. The approach to writing pedagogy upheld in this work focuses on the 'process' and 'context' of writing without ignoring the 'product'. Its ultimate aim is not only the improvement of the writing abilities of learners but also their growth and development through the composing experience.
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Lassaad, Kalai. "L’erreur orthographique dans les productions écrites des élèves tunisiens : origine du dysfonctionnement et contribution à la maîtrise de la compétence orthographique." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030093/document.
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Dans le contexte scolaire tunisien, par son impact sur la quasi-totalité des disciplines scolaires, surtout au lycée, la maîtrise du langage français écrit se trouve au centre de l'apprentissage des élèves et constitue un élément-clé de la réussite scolaire. L'orthographe, une composante importante de l'écrit, constitue un redoutable obstacle pour celui qui ne la maîtrise pas. Chercher les causes véritables des difficultés orthographiques des élèves tunisiens et proposer des moyens pour venir en aide aux enseignants et aux apprenants, telle est la démarche, à la fois de critique et d'action, que nous avons adoptée. Le présent travail expose le contexte dans lequel se fait l'enseignement /apprentissage du français en général et de l'orthographe en particulier, analyse les données recueillies, productions écrites des élèves et questionnaires, essaie de dégager les causes du dysfonctionnement et investit les apports des recherches en orthographe pour présenter une modeste suggestion en guise d'une contribution à l'amélioration des compétences orthographiques des élèves tunisiens. Cette étude montre en fin de compte l'importance de prendre en compte la spécificité du contexte tunisien dans l'élaboration des curriculaIn the Tunisian school context, with its impact on almost all academic disciplines, especially in high school, mastering the written French language is central to students learning and is a key component of academic success. The spelling, as an important component of writing, is a fearsome obstacle for those who do not master it. Looking for the true causes of spelling difficulties of Tunisian students and proposing ways to help teachers and learners, this is the approach that we have adapted both for criticism and action. This paper outlines the context in which teaching and learning of French- in general and spelling in particular- are done, analyzes the data, the students' written works and questionnaires, trying to bring out the causes of dysfunction and invests the researches' contributions in spelling to present a modest suggestion by way of a contribution for the improvement of spelling skills of Tunisian students. This study shows ultimately the importance of taking into account the specificity of the Tunisian context in the development of curricula
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Maserumule, MH, and SBO Gutto. "A critical understanding of good governance and leadership concepts written in the context of the New Partnership for Africa’s Development (NEPAD) and the challenges to contextual discourse on Africa’s development paradigms1." Routledge Taylor & Francis Group, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001427.
Full textAbstract:
Good governance is a value-laden concept that is characteristically nebulous; it can
mean different things to different people, depending on the context in which it is
used. The same applies to leadership. Concepts, as Pauw (1999a, 465) puts it, are
‘tools of thinking’ and contexts are ‘the environments or frameworks in which they
[concepts] operate’. Lucidity in the meanings of concepts is fundamentally important
for shaping debate and enriching discourses. To maintain their power, concepts must
be used in their proper contexts. This necessitates an understanding of the art of
contextual discourse. Good governance is used in NEPAD as a principle and emphasised as a sine qua non for sustainable development in Africa. On the other hand, NEPAD
premises Africa’s re-birth or Renaissance on good governance and leadership, with a
vision and commitment to repositioning the continent in global power balances. In
this article good governance and leadership are considered as concepts. NEPAD is a
textual context within which the two key concepts are used and should, consequently,
be engaged. The article attempts a critical review of African scholarship engagement
with good governance and leadership within the NEPAD context to determine the
extent to which contextual discourse is practised. It further grapples with the
immediate historical background to scholarship on Africa’s development between
the 1960s and early 1990s. The exercise reveals that much of the accumulated body
of African scholarship and scholarship on Africa’s development reviewed does not
sufficiently contextualise discourse on good governance and leadership within NEPAD,
and its key assessment and monitoring device, the African Peer Review Mechanism
(APRM), and offers an alternative framework.
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Daborn, Esther. "Aspects of textuality in written English in an African context : a study of communication style and information management, with implications for the status and use of English as a second language." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21182.
Full textAbstract:
In contexts where English as a second language is used for intranational communication it is a particular kind of learned language adapted to express the communicative norms of its users, and its use has an interesting affect on the textuality of writing. The thesis examines communication style and information management in written material from Malawi: traditional narratives written by school students, and reports, letters to the editor, and editorials from national newspapers in English. The study takes a broad view of textuality to examine the relations between writer, text and audience: what the writer's text purpose is, what he considers an appropriate register to his situation, and the type, sequence, and quantity of information he sees as necessary to achieve his communicative goals. The analysis looks at the linguistic elements selected for topical theme and "new", and other discourse functions which support the presentation of the message. A description of how these elements combine at sentence and text level to affect textuality is presented by looking at 1) the text structure, 2) lexical patterns, 3) grammatical features, 4) sentence themes, 5) patterns in the presentation of "new" within and across sentences which identify the sequence of given/new relations, and the type of supporting information included. The description of the communicative norms of the Malawian Writer of English (MWE) establishes the code as a self-sufficient system of an intra-national variety of English. It shows that the usages in the L2 repertoire which express those norms within the socio-cultural context are strongly influenced by the L1 speech based patterns of orature.
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Palandre, Audrey. "Le flux de l’information, aspects syntaxiques et discursifs : une étude fonctionnaliste et développementale." Thesis, Lyon 2, 2009. http://www.theses.fr/2009LYO20053/document.
Full textAbstract:
Le but de ce travail de thèse, qui fait partie du projet ANR ReFlex (n° NT 05-2_41686 Renforcer la flexibilité lexicale et syntaxique dans l’expression orale et écrite des adolescents), est l’étude des capacités linguistiques d’enfants et d’adolescents appartenant à une CSP défavorisée et scolarisés en ZEP dans la région de Lyon. Partant du constat que l’adolescence était une période clef du développement de l’expression orale et écrite en situation monologique (Berman, 2006), nous étudions les productions de trois groupes d’enfants monolingues français (scolarisés en CM2 (âge moyen : 10;9), 5ème (âge moyen : 12;7) et 3ème (âge moyen : 15;2)). Les textes ont été produits dans divers contextes de production : à l’oral et à l’écrit, en exposition et en narration. Nous étudions alors le passage de l’enfant du statut de « native speaker » à celui de « proficient speaker » (Berman, 2004:9, 2008:2). L’enfant, après avoir acquis des unités et des règles linguistiques, doit apprendre lors de l’encodage d’un message à s’adapter aux différents contextes communicationnels, etc. : il doit devenir flexible. Des analyses off line ont été effectuées, et mon travail de thèse se concentre essentiellement sur une thématique spécifique : les syntagmes nominaux dans une perspective syntaxique, développementale et discursive. Notre analyse des syntagmes nominaux est fortement inspirée par l’hypothèse de la Preferred Argument Structure (Du Bois 1987) et examine la cohésion référentielle de textes produits dans différents contextes (oral/écrit ; narratif/expositif). Notre but est ainsi de démontrer : (1) que les choix syntaxiques sont gouvernés par les contraintes communicationnelles et (2) que ces contraintes communicationnelles varient selon la modalité de production (oral ou écrite)The main aim of this research, which is apart of a large project (the ANR project : ReFlex project, n° NT 05-2_41686 Renforcer la flexibilité lexicale et syntaxique dans l’expression orale et écrite des adolescents), is the study of linguistic capacities in lower-class children attending an educational priority school in the suburbs of Lyon. Much development in the ability to produce a monologue text occurs during childhood and adolescence (Berman, 2006). For this reason, I have studied the productions of three groups of French monolingual children (mean age: 10;9 (CM2), 12;7 (5ème) and 15;2 (3ème)). Each participant produced two text types (expository/narrative) in two modalities (written/spoken). The primary focus is on how children grow from “native speaker” to “proficient speaker” (Berman, 2004:9, 2008:2). After having acquired linguistic forms and rules children must learn to adapt their verbal message to the different communicational contexts, etc.: this requires that children become expressively flexible. Off line analyses were conducted, and my PhD thesis tackles a specific theme: noun phrases in a syntactic, developmental and discursive perspective. Our analysis of noun phrases is inspired by the hypothesis of Preferred Argument Structure (Du Bois 1987) and examines referential cohesion in texts produced in different contexts (spoken/written, expository text/narrative text). Our aim is to demonstrate: (1) that language production is governed by communicative constraints; and (2) that those communicative constraints differ for written and spoken production
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Becker, Sue. "Making contact : dilemmas of entitlement in written child contact negotiations." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/7636.
Full textAbstract:
The thesis explores the dilemmas faced by parents and their representatives in conducting child contact negotiations through letters. These institutional letters are explored using discursive analysis to illustrate the ways in which entiltlement to contact claims by the non resident parent and other family members are worked up and resisted. Features of footing are analysed to show how issues of interest and accountability are managed. A discursive psychological approach is used to explore the notion of "understanding" in language and interaction.
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Van, Blommestein Erane. "Production factors for written expository texts." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30415.
Full textAbstract:
Expository text writing is a task that demands high-level cognitive and linguistic skill in order to produce well-written texts. Individuals who have cognitive-communicative impairments following mild closed head injury often display difficulty in organization, recall and attention when writing texts. The purpose of this study was to investigate factors that facilitate production of coherent expository texts by two unimpaired adults, with the ultimate goal of applying the results to work with head-injured individuals. These factors were: type of texts and type of support found in the text elicitation context.
It was hypothesized that Description texts would be easiest to produce, followed by Comparison, Sequence, and Response texts. It was also hypothesized that texts that were supported in the elicitation context by explicit information regarding text structure would result in more coherent texts than those written without such support. Furthermore, texts that were supported by structure plus content information were hypothesized to result in texts that were most coherent. Finally, it was questioned whether texts that were produced in the absence of support, but after the two support conditions had been completed, would exhibit a learning effect. Therefore, the effect of four elicitation contexts and four text types were examined. Each subject wrote sixteen texts.
Text adequacy was measured using cohesive harmony analysis (Hasan, 1984, 1985) and a reader rating scale that was intended to measure perceived coherence.
Results from Subject One were consistent with the hypothesized order of text difficulty. As well, the conditions in which text structure was provided generally resulted in more coherent texts than the texts produced without support. Evidence for a learning effect in the last condition was not found. Because the addition of content did not appear to increase text coherence when compared to texts produced with structural support alone, particularly for easier text types, it was suggested that a ceiling effect may have occurred for this subject, so that additional reduction of processing demands did not result in improved text production. The results from Subject Two were inconclusive, particularly for the effect of elicitation context. Order of text type difficulty differed from the expected order for this subject's texts. This demonstrates the variability that occurs among unimpaired writers in both text coherence and how writing tasks are approached, as well as the need for further studies using larger samples.
Text ratings by a group of Speech-Langauge Pathologists did not match the results of the cohesive harmony analysis for text type. It was suggested that this disparity may be due to: inadequacies in cohesive harmony analysis that make it insensitive to features of texts readers use in order to determine coherence; or differences among texts in the readers' ability to construct text structure as they read. Texts produced in contexts with support generally received higher perceived coherence ratings than those written without such support. Inter-rater variability was marked, especially for texts low in cohesive harmony.
Modifications to the procedures used in this study for both further research and clinical application are discussed.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Dubois, Stephanie L. "Gender differences in the emotional content of written sexual fantasies." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115758.
Full textAbstract:
The limited body of research on the emotional tone of women's and men's written sexual fantasies has relied on qualitative and/or subjective measures of affect. In this study, the Dictionary of Affect in Language (Whissell, 1989) was used to obtain two quantitative measures, Activation and Evaluation, of the emotional tone of sexual fantasies written by male (n=71) and female (n=119) university students. It was hypothesized that men would score higher than women on Activation, which is associated with arousal and action, and women higher than men on Evaluation, which is associated with pleasant feelings. Only the latter hypothesis was confirmed. Men scored higher on a measure of erotophilia-erotophobia than did women (although not on a measure of sex guilt), but controlling for erotophilia did not eliminate the observed affective difference in written sexual fantasy. Limitations of the study and other possible uses of the Dictionary in sex research are discussed.Department of Counseling Psychology and Guidance Services
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Sprengelmeyer, Robert J. Hobbs Jack A. "Students' written art criticism as measured by a content analysis instrument." Normal, Ill. : Illinois State University, 1989. http://www.mlb.ilstu.edu/articles/dissertations/8918624.PDF.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 19893.Title from title page screen, viewed Oct. 13, 2004. Dissertation Committee: Jack A. Hobbs (chair), Marilyn P. Newby, Robert M. Steinman, Patricia H. Klass. Includes bibliographical references (leaves 72-73) and abstract. Also available in print.
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Vardi, Iris. "Tertiary student writing, change and feedback : a negotiation of form, content and contextual demands." University of Western Australia. Graduate School of Education, 2003. http://theses.library.uwa.edu.au/adt-WU2004.0047.
Full textAbstract:
This study aimed to examine the relationship between teacher written feedback and change in the writing of tertiary students in their final year of undergraduate study through investigating: (i) the characteristics of final year undergraduate tertiary students’ texts prior to receiving feedback; (ii) the way these characteristics change after written feedback is given; and (iii) the relationship between the changes made and the types of feedback given. The study examined student texts and teacher written feedback that arose naturally out of a third year disciplinary-based unit in which the students each submitted a text three times over the course of a semester, each time receiving feedback and a mark prior to rewriting and resubmitting. Two in-depth non-quantitative analyses were conducted: one analysing the characteristics of each of the students’ texts and how these changed over the course of the process, the other analysing the relationship between the different types of feedback and the changes that occurred in the subsequent text. The analysis of the students’ texts and their changes covered: (i) coherence; (ii) the sources used and the manner in which these were cited and referenced; (iii) academic expression and mechanics; and (iv) additional expectations and requirements of the writing task. These characteristics and their changes were related to the instructional approaches to which all the students had been exposed in their first, second and third year studies. The analysis shows that, on their own accord, the third year students were able to produce a range of generalisable characteristics reflecting the “basics” in writing and demands specific to the tertiary context that had been revealed through the instructional approaches used. The problems in the students’ texts were mainly related to (i) executing and expressing the specific requirements of the task and (ii) their reading of the social context. Most of the changes in the texts were related to the feedback given. Some of these changes directly resolved problems, however, others did not. Some changes occurred to accommodate other changes in the text and some were made to satisfy a demand of the lecturer sometimes resulting in a problem that did not present in the previous text. These findings enabled insights to be drawn on two major views of tertiary student writing: the deficit view in which the problems in student’s texts are seen to be due to a lack of “basic skills”; and the view that students’ problems arise due to the new demands of the tertiary context. The study found that the deficit view and the “new demands” view were unable to explain all the characteristics of the students’ texts and their changes. Arising out of these findings, this study proposes that the characteristics of a student’s text show the end result of how that student negotiated and integrated his/her understanding of form, content and contextual demands at the time of writing. In analysing the relationship between the different types of feedback and the changes that occurred, the feedback was categorised according to the issue that was being addressed, the manner in which it was given, and its scope. The different types of feedback were directly related to the changes that occurred in the students’ subsequent rewrites. The analysis shows that clear direct feedback on which students can act is strongly related to change where it (i) addresses characteristics that could be readily integrated into the existing text without the need to renegotiate the integration of form, content and contextual demands OR (ii) addresses characteristics and indicates to students how to negotiate the integration between form, content and contextual demands where integration in the text needs to change. In addition, the analysis shows that change is further influenced by the balance between the various individual points of feedback and the degree to which they reinforced each other. The findings from both analyses in this study show that the use of feedback that is strongly related to change can improve the writing of all students beyond what they learn through other instructional approaches to writing.
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Crossland, R. Bert (Rodney Bert). "A Content Analysis of Children's Historical Fiction Written about World War II." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279151/.
Full textAbstract:
The purpose of this study was to investigate the evolution of children's historical fiction dealing with World War II in order to describe the changes that have occurred over the past 50 years. Two questions were asked in the study: (1) Has the characterization of protagonists portrayed in historical fiction about World War H evolved since 1943? and (2) Have the accounts of the events of World War H portrayed in historical fiction evolved since 1943? Content analysis was used as the method of collecting data. The sample consisted of 86 novels written from 1943 to 1993. Upon completing the reading and coding, the researcher discussed the categories and questions posed. As part of analysis, the discussion of the novels in each period was accompanied with an overview of trends in children's literature and events affecting society. The analysis led to the following conclusions: 1. Authors were impacted by changes in the social and political climate, as evidenced by the changes in the gender of the protagonists, an increase of violence, and the inclusion of women. 2. Novels written during the 1980s and 1990s were written with a stronger American perspective. 3. At the time that an increase of violence was seen in American society, descriptions of World War II events and protagonists' actions became more violent and more graphic. 4. Though the bombings of Hiroshima and Nagasaki ended the war with Japan, an inadequacy still exists in the number of novels that provide readers with details related to the atomic bombs. Though much of World War II was fought in the Pacific Rim, a deficiency remains in the number of novels set in Pacific Rim countries. Recommendations for further research include performing a study that examines other genres, analyzing the changes observed in the portrayal of protagonists. A study could be conducted to analyze the author's ethnicity and relationship to the war and determine if differences exist.
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RAMOS, MARIA DE OLIVEIRA MENDES. "VERBAL PROCESSES NOMINALIZATION: SYSTEMIC-FUNCTIONAL PERSPECTIVE OF WRITTEN PRODUCTION IN SECONDARY SCHOOL CONTEXTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33031@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO objetivo deste trabalho é identificar processos verbais nominalizados e analisar suas funções na produção textual de alunos do Ensino Médio, considerando-se o uso de nominalizações do ponto de vista da oração como mensagem, que se organiza em torno do sistema de Tema e Rema. A pesquisa baseia-se na teoria sistêmico-funcional (Halliday, 1994, Halliday e Matthiessen, 2004) para o estudo da metáfora gramatical através da identificação de formas metafóricas que apresentam variação léxico-gramatical na expressão de um dado significado e são consideradas como mais elaboradas do que as formas congruentes. Essas transformações na estrutura lingüística têm início a partir da adolescência e variam em função de contextos que demandam novos usos da língua. Para analisar o uso de formas nominalizadas na escrita escolar, cinquenta textos dissertativo-argumentativos em língua portuguesa, produzidos por alunos da terceira série do Ensino Médio, foram coletados em uma escola pública e uma particular. Além disso, os participantes da pesquisa responderam a um questionário socioeducacional cujos resultados foram quantificados visando a evidenciar fatores individuais e/ou sociais que pudessem estar relacionados à sua produção textual. A análise qualitativa identificou o uso de nominalizações (Basilio, 2003) com diferentes funções discursivas. Em relação à estrutura temática, observou-se que as nominalizações estabelecem relações lógicas e favorecem o fluxo das informações no texto. A comparação entre textos evidenciou uma variação no uso da linguagem metafórica nos diferentes contextos educacionais. A partir desses resultados, propõe-se a conscientização de alunos e professores quanto aos efeitos textuais e discursivos que certos mecanismos linguísticos podem criar, visando evitar a produção de textos pouco proficientes para a finalidade a que se propõem.
The aim of this study is to identify nominalized verbal processes and analyze their functions in the written production of secondary school students. These nominalizations are examined in clauses viewed as messages, which are organized according to the Theme and Rheme system. The research is based on systemic-functional theory (Halliday, 1994, Halliday e Matthiessen, 2004) for the study of grammatical metaphor through the identification of metaphorical constructions which present lexico-grammatical variation in the expression of meaning, being therefore considered as more complex than congruent forms. These transformations within linguistic structures start to appear in early adolescence, varying according to new contexts that require specific uses of the language. In order to study the use of nominalized forms in school writing, fifty argumentative essays in Portuguese were collected among 12th grade students from public and private secondary schools. Research participants also answered a socioeducational questionnaire that generated quantitative data so that social and/or individual features could be associated with students textual production. Qualitative analysis led into the identification of nominalizations (Basilio, 2003) with different discursive functions. Concerning the thematic structure, it was observed that nominalizations establish logical relations and help develop the flow of information in texts. A comparison between texts pointed out variation in metaphorical language use in different school contexts. These results indicate that it is important to make students and teachers aware of the textual and discursive effects that some linguistic mechanisms can produce, and based on this knowledge possibly avoid the production of texts that are not adequate to their intended purpose.
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Mona, Godfrey Vulindlela. "A century of IsiXhosa written poetry and the ideological contest in South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017892.
Full textAbstract:
The central argument of this inter-disciplinary study is that IsiXhosa written poetry of 1912 – 2012 is a terrain of the struggle between the contending dominant ideologies of Segregation, Apartheid and Charterism (post-Apartheid); and the subordinate/ subaltern ideologies of Africanism, Charterism (pre-democracy), Pan- Africanism, Black Consciousness Movement and other post Apartheid ideologies. The study highlights the mutual relationship between the text and the context by focussing on the ideological contest which manifests itself in both form and structure (i.e. aesthetic ideology) and the content (i.e. authorial ideology) of the poetry of different epochs between 1912 and 2012. The study is located within the framework of Antonio Gramsci’s theory of cultural construction. Gramsci postulates that ideology and culture play a significant role in the process of asserting hegemony. Important concepts that constitute Gramsci’s theory of praxis are: ideology, culture, hegemony, organic intellectuals and both ideological and repressive state apparatuses. The first chapter presents the problem, the objectives, the methodology, and the scope of the study. The second chapter presents Gramsci’s theory of cultural construction and the work of scholars who developed his theory further. The tool that is employed for analysis and interpretation of textual significations of IsiXhosa written poetry is the revolutionary aesthetics, which is proposed by Udenta. The third chapter analyses and interprets literature of the epoch of 1912-1934 and exposes the contest between Segregation and Africanism ideologies. The fourth chapter contextualises and analyses the literature of 1934 – 1948, the second phase of contestation between Segregation and Africanism. The fifth chapter deals with literature of the first and second halves of the Apartheid epoch (1948 - 1973). The Apartheid ideology contested with the Africanist ideology which transformed into the Charterism ideology in 1955. In 1960 Pan-Africanism ideology and in 1969 Black Consciousness Movement ideologies entered the contest. The sixth chapter examines literature of the period 1973 – 1994 which is the second phase of the Apartheid epoch that ends with the “glasnost” period of 1990 - 1994. The seventh chapter studies literature of the democracy period of 1994 – 2012. The eighth chapter is the summary and general conclusion. The illumination of the nexus between culture and ideology during the past century (1912 - 2012) will provide insights that will assist us in addressing the challenges we face during the democracy period, and in the development on Arts and Culture in general, and literature in particular
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Silva, Airton Bernardo da. "Uma leitura sobre a escrita e o contexto social de alunos do ensino médio de assentamentos rurais." Universidade Católica de Pernambuco, 2012. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=808.
Full textAbstract:
O principal assunto que norteia esta pesquisa é a produção escrita dos alunos oriundos de comunidades rurais que concluíram o segundo grau no Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco, campus Barreiros.
Pode-se ver que a coletividade se apropria de um mundo concebido por ela mesma e suas ações serão definidas, tendo como base a consciência de todo um sistema linguístico que essa coletividade passa a fazer uso no seu dia a dia. Toda
a cadeia de sons articulados, bem como uma rede de marcas escritas, que se pode conceituar de linguagem estará sempre fazendo parte do cotidiano de determinado grupo, que será por isto identificado, respeitado ou relegado por seus pares. Tendo como foco uma comunidade específica de assentados e levando em consideração o uso que fazem da língua escrita diante da necessidade desse uso em sua ou em outras comunidades, registramos algumas experiências com a
produção de texto escrito que nos levam a reflexões sobre a modalidade que não admite formas linguísticas diferentes da norma padrão. Baseado nas observações dos aspectos formais da língua escrita, também nas variações apresentadas por
esse grupo específico, o presente estudo teve como primordial objetivo estudar a escrita de um grupo que deu continuidade à educação escolar longe de suas comunidades de origem. Dessa forma, o que também não poderíamos desprezar nesta pesquisa era o processo de aquisição da escrita desses alunos, mesmo não sendo nosso foco principal, além do uso dessa escrita em sua ou em outras comunidades que no futuro hão de participar. Finalmente, este trabalho busca lançar um olhar sobre uma escrita que julgamos diferente, seja por puro
preconceito, ou desconhecimento mesmo de uma realidade distinta da que estamos acostumados, mas que na realidade em pouco difere daquela que temos vivência diária.The main issue that guides this research is the written production of students from rural communities who have completed second grade at the Federal Institute of Education, Science and Technology of Pernambuco, Barreiros campus. We can see that the community takes ownership of a world designed by herself and her actions will be defined based on the consciousness of an entire linguistic system that this community is to make use in their day to day. The entire chain of articulate sounds, as well as a network of marks written, we can conceptualize language will always be part of everyday life of a particular group, for it to be identified, respected by their peers or relegated. Focusing on a specific community of settlers and taking into account their use of written language on the need for this use in his or in other communities, we recorded some experiments with the production of written text that lead to reflections on the sport that does not admits different linguistic forms of the standard pattern. Based on the observations of the formal aspects of written language, also in the variations presented by this particular group, this study had the primary objective of studying the writing of a group who continued the school education away from their home communities. Thus, what we could not ignore this research was the acquisition process of writing these students, although not our primary focus, besides the use of writing in his or in other communities that will participate in the future. Finally, this paper seeks to cast a glance at a script that we think differently, be it pure prejudice, ignorance or even a distinct reality of which we are accustomed, but which in reality is little different from what we experience daily.
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Murray, Brigitte. "Le rapport à l'écrit en français et en anglais d'étudiants francophones universitaires issus d'un milieu francophone minoritaire." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35004.
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Il est bien documenté que les élèves de l’élémentaire et du secondaire évoluant en milieu francophone minoritaire éprouvent plus de difficultés à apprendre à écrire en français que les élèves vivant en milieu francophone majoritaire. Ce constat a également été établi pour le postsecondaire. Ces difficultés d’apprentissage pourraient être attribuables à certains aspects de leur rapport à l’écrit, soit de la relation qu’ils entretiennent avec les écrits (les documents lus et écrits) ainsi qu’avec leurs processus. Nous nous sommes intéressée au rapport à l’écrit d’étudiants francophones universitaires issus d’un milieu francophone minoritaire canadien. Nous avons posé chaque question non seulement pour le français, mais également pour l’anglais parce que ces derniers sont exposés régulièrement à ces deux langues. Par ailleurs, il est opportun de connaître les caractéristiques du rapport à l’écrit de cette population étudiante parce qu’elles peuvent différer de celles présentes chez des francophones issus d’un milieu francophone majoritaire. Pour recueillir nos données, nous avons demandé à des étudiants francophones qui font des études de baccalauréat en français dans une université bilingue de l’est de l’Ontario de remplir un questionnaire écrit et de participer à un entretien individuel semi dirigé. Nous avons cherché à décrire le rapport à l’écrit à la fois en français et en anglais, et ce, dans une perspective de groupe et dans une perspective individuelle. Les résultats ont montré des caractéristiques semblables et différentes quant aux représentations, aux sentiments, aux émotions, aux pratiques et aux types d’investissement, et ce, autant pour le français que pour l’anglais. En outre, tous les participants reconnaissent que leur bilinguisme français anglais leur procure un grand nombre d’avantages. Cette étude revêt un caractère unique parce qu’elle porte sur le rapport à l’écrit à la fois en français et en anglais des participants et qu’elle contribue à une meilleure connaissance des facteurs qui se révèlent être favorables ou défavorables au développement des compétences rédactionnelles en français des étudiants francophones universitaires issus d’un milieu francophone minoritaire canadien.
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Lei, Victoria. "Positioning the woman writer : Augusta Webster and her Victorian context." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/40935/.
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This thesis takes its direction from the belief that the preoccupations of a period are often most helpfully discussed through the work of its so-called minor writers. Such writers also enable the critic to articulate and clarify the concerns of other writers more firmly established in the canon. At the same time, of course, the minor writer is inevitably given importance and position within the context of the period, in a fruitful two way process. This is particularly the case with the Victorian writer Augusta Webster since her use of a wide variety of literary genres helps to express the breadth of literary culture in the period. At the same time, since she is a woman and a woman writer, subject to the historical circumstances peculiar to her sex, a study of her work enables the articulation of the linked literary, social and political concerns that surround the problem of identifying how writers construct and are constructed by gender. Positioning Augusta Webster, which is what this thesis seeks to do, thus unavoidably involves a discussion of the Victorian context within which she works and, I hope, goes some way to illuminating both the writer and the context. I begin by offering a literary and biographical overview with the aim of identifying the major issues both formal and historical which she encountered as an aspiring writer and semi-public figure. I try to show that her growth as a writer was linked to her preoccupations with the 'woman question', specifically with the education, work and political situation of women. I try also to show how these issues were those of the time and how Augusta Webster's treatment of them affected contemporary responses to her work. The Introduction is followed by a chapter on Webster's novel, Lesley's Guardians. My next chapter engages with Webster's translations of Æschylus and Euripides. The central section of my thesis is devoted to Webster's most famous work, A Castaway, which notoriously provides the fallen woman, here a middle-class prostitute, with a voice. Dickens, Gaskell and Barrett Browning are also introduced in their treatment of the fallen woman. Portraits, in the next chapter and the way in which the outsider is employed as social critic is analysed. Chapter five deals with Webster's closet dramas. I begin with brief outlines of these little known works; place them among other nineteenth century dramas and note that they were generally well reviewed. The sixth chapter takes Webster's writing life towards its conclusion with a discussion of her fantasy for girls. Daffodil and the Croäxaxicans. This story of the adventures of a young girl in a frog kingdom is situated within the genre of Victorian writing for children. I conclude with some speculation about the reputation of Augusta Webster. Beginning with Theodore Watts-Dunton's prediction that Webster would, like many others, probably be forgotten after her death, I suggest that although the factors that shape the subsequent reputation of a writer are extremely complex, some possibilities may be put forward to explain why Webster is only now becoming known again.
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Flöck, Fabian [Verfasser], and R. [Akademischer Betreuer] Studer. "Making Social Dynamics and Content Evolution Transparent in Collaboratively Written Text / Fabian Flöck. Betreuer: R. Studer." Karlsruhe : KIT-Bibliothek, 2016. http://d-nb.info/1112224742/34.
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Broc, Lucie. "Le langage des enfants et des adolescents dysphasiques : ce que nous apprennent les situations de narrations." Thesis, Poitiers, 2015. http://www.theses.fr/2015POIT5003/document.
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Les enfants et adolescents dysphasiques présentent un trouble spécifique du langage qui se manifeste, en absence d'un déficit cognitif, sous la forme d'une perturbation profonde à l'oral et qui persiste au-delà de l'âge de 6 ans. Basée sur des éléments de psychologie pragmatique développementale (principe de coopération de Grice, 1979, et passage de la phase inter-psychologique à la phase intra-psychologique de Vygotski, 1997), et inspirée des travaux de Berman (2005), cette thèse défend l'idée que dans la dysphasie le langage n'est pas uniformément déficitaire. En d'autres termes, les performances langagières des enfants et des adolescents dysphasiques devraient varier en fonction de la situation de production dans laquelle ils se trouvent (tache standardisée vs. tache communicative), mais aussi en fonction de la modalité de production (oral vs. écrit), et enfin de l'indice linguistiques considéré (e.g. orthographe lexicale vs. orthographe morphologique). Les résultats obtenus montrent que les dysphasiques ont de meilleures performances langagières en situation de communication qu'en situation standardisée, que leurs performances en situation communicative sont meilleures à l'écrit qu'à l'oral, et enfin que le profil développemental de leurs capacités langagières évolue différemment, entre 7-11 ans et 12-18 ans, selon l'indice linguistique considéré. La psychologie pragmatique développementale permet donc de souligner que, dans le cadre de l'évaluation des capacités langagières des enfants et des adolescents dysphasiques, le choix des tâches influence les performances obtenues. De plus, comme le préconisait Ringard (2000), les enfants et adolescents dysphasiques bénéficient pleinement d'une scolarisation en milieu ordinaire et y progressent sur le long termeChildren and adolescents with a specific language impairment (SLI) present a language disorder that appears in the absence of a cognitive impairment and persists beyond the age of 6. Based on elements of developmental pragmatics (Grice cooperative principle, 1979 and transition from the interpsychological to intrapsychological functioning, Vygotsky, 1997) and inspired by the work of Berman (2005), this thesis defends the idea that in SLI the language is not a uniform deficit. In other words, the language performances of children and adolescents with SLI should vary according to the situation in which they produce language (standardized test vs. communicative situation), but also according to the production modality (oral vs. written), and finally the linguistic measure considered (e.g. morphological spelling vs. lexical spelling). The results show that the participants with SLI perform better in a communicative than in a standardised test situation, and in written than in spoken language. Finally, their performance varies differently according to the measure considered, from 7 to 11 and 12 to 18. The developmental pragmatics framework chosen made it possible to emphasize that, when assessing language abilities in children and adolescents with SLI, the choice of a task affects the performance obtained. Moreover, as advocated by Ringard (2000), children and adolescents with SLI fully benefit from a mainstream school environment, where they can progress in the long term, up to the age of 18
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Bennett, Phillip James. "The effects of raising learners' awareness of metaphorical vocabulary on written production in the content-based classroom." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7735/.
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It is widely recognised that language learners require extensive vocabulary knowledge to cope with the demands of studying content fields in English. As well as being rich in general academic and technical terms, academic discourse has been shown to make frequent use of metaphor to express abstract concepts and to achieve rhetorical goals. While research has shown the benefits of raising learners' awareness of the underlying motivation of metaphorical expressions, these findings have yet to be applied to authentic classrooms over longer periods of study. This thesis examines the effects of raising Japanese learners' awareness of metaphorical expressions in a CLIL anthropology course. It examines the written work from two groups of learners: a control group whose language instruction focussed on academic and high frequency vocabulary and an experimental group who received instruction on course-specific metaphorical themes. Variation in metaphor production is compared for the two conditions and across learner abilities, and the interaction between the frequency, dispersion and salience of metaphors in classroom input and learner output is considered. The study then investigates the influences of word frequency, part of speech, phraseology and the L1 on learner metaphor production before concluding with recommendations for pedagogic practice and further study.
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Daniels-Kranz, Devorah. "MINORITY PHYSICIAN JOB SATISFACTION: A CONTENT ANALYSIS OF WRITTEN RESPONSES TO OPEN-ENDED SURVEY QUESTIONS ABOUT PROFESSIONAL A." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3611.
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Few interpersonal and organizational communication studies examine the professional and organizational aspects of career satisfaction among minority physicians. Due to the underrepresenation of minority physicians, most studies resort to comparing aggregate groups of minority physicians in juxtaposition to non-minority physicians. These studies fail to uncover possible communication differences, which originate from cultural dissimilarities between disaggregate racial/ethnic groups. Even fewer studies examine physicians' written communication to open-ended survey questions about career satisfaction/dissatisfaction between disaggregate racial/ethnic minority groups and non-minorities. This study specifically examines written responses to two open-ended survey questions about professional and organizational dissatisfaction and compares responses from disaggregate minority physician and non-minority physicians. Participants were divided into five response-driven categories of race/ethnicity as follows: Asian/Pacific Islander, Black/African American, Indian/Pakistani, Hispanic, and White/Non-Hispanic. The population consists of 1849 members of the medical staff roster of a Southeastern, U.S., not-for-profit hospital group. Primary findings indicate the presence of recurrent themes among disaggregate minority physician racial/ethnic groups' responses. Significant variation exists between responses from disaggregate minority physician racial/ethnic groups and non-minority physicians. Results imply that open-ended methods of data collection are essential to gaining knowledge about ways cultural dissimilarities between disaggregate minority racial/ethnic groups affect communication and satisfaction. Understanding more about cultural dissimilarities is necessary for: improving data collection quality; recruiting and retaining minority physicians; and reducing healthcare disparities among minorities.M.A.
Nicholson School of Communication
Sciences
Communication
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Genis, Marina. "A content analysis of forensic psychological reports written for sentencing proceedings in criminal court cases in South Africa." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-03302010-141420.
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Genis, Marina. "A content analysis of forensic psychological reports written for sentencing proceedings in criminal court cases in South Africa." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/23628.
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Since the 1970s there has been a rising trend in South Africa for legal professionals to use the services of psychologists in legal proceedings. Psychologists have therefore increasingly started to appear as expert witnesses in court cases. Despite this, the field of forensic psychology in South Africa has yet to be defined and delineated. Currently there are no set guidelines or regulations regarding who is qualified to do forensic work, and no standards against which this work can be measured. Psychology in the courtroom has begun to receive a notorious reputation as a result of this. The Professional Board for Psychology (PBP) of the Health Professions Council of South Africa (HPCSA) is investigating the creation of a new category of registration, that of Forensic Psychologist, partly in an effort to manage and address this problem. However, to date little, if any, research has been conducted on the scope of the work presented to the courts by psychologists appearing as expert witnesses. This research aimed to address this gap by analysing a sample of forensic psychological reports. The following aspects were investigated: - Who (category or registration, length of registration, etc.) is doing sentencing reports;
- How (interviews, collateral information, psychometric tests, etc.) these reports are compiled; and
- Whether these reports measure up to professional expectations as well as adhere to the guidelines of the HPCSA.
- That psychologists who are adequately trained and have the proven experience in forensic work, be accredited by the PBP;
- That guidelines and standards for forensic work be drawn up by the PBP; in addition, that more complete ethical guidelines than those contained in chapter 7 of the PBP’s Rules of Conduct Pertaining Specifically to Psychology also be drawn up;
- That adequate training at MA level in basic forensic issues be made compulsory, with the option of advanced training for those wishing to specialise in the field; and
- That lawyers be trained in basic concepts of psychology so as to allow for better selection of an appropriate psychologist to assist them and also to assure effective cross-examination regarding psychological issues in court.
Dissertation (MA)--University of Pretoria, 2010.
Psychology
unrestricted
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Lebœuf, Yvette Katherine. "The Diasporic Writer in the Post-colonial Context: The Case of Ahdaf Soueif." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20668.
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The purpose of this study of Anglo-Egyptian writer Ahdaf Soueif’s two novels, In the Eye of the Sun (1999), first published in 1992, and The Map of Love (2000), first published in 1999, is to examine how they are arenas for hybrid politics in the post-colonial Egyptian context and the Arab diasporic context. This thesis examines how Soueif deals with residual colonial logics by using Post-colonial theories of transculturation. These theories reveal, through an analysis of Soueif’s use of Pharaonicism and her depiction of social and religious divides, that Soueif sometimes legitimizes and sometimes contests the results of transculturation by using products of this very process of transculturation. In the diasporic context, Soueif’s work deterritorializes these hybrid politics of legitimation and contestation by collapsing disparate temporalities and emphasizing continuity between them. To do this she deterritorializes and reterritorializes Pharaonicism, as well as Western literary tradition, the English language and political activism, to emphasize the cultural affinities between Egyptians/Arabs and Western culture. In this manner, she composes an integration strategy designed to facilitate her incorporation into her Western society of settlement, Great-Britain. This allows her to build a political platform from which she can contest and influence politics in her homeland, her society of settlement and the shape of Western cultural and political hegemony on a global scale. She is consequently able to transcend residual colonial logics through the very hybrid politics that they have created. Moreover, in the process, through the political agency that she exercises in her writing and activism, she builds a deterritorialized diasporic identity based on integration into many spheres of belonging that problematizes the victim model of diaspora in Diaspora studies.
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Joseph, Christine M. "Communication and Academic Vocabulary in Mathematics: A Content Analysis of Prompts Eliciting Written Responses in Two Elementary Mathematics Textbooks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4344.
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The purpose of this study was to investigate how writing in mathematics is treated in one 4th grade National Science Foundation (NSF)-funded mathematics textbook titled Everyday Mathematics and one publisher-generated textbook titled enVision MATH. The developed framework provided categories to support each of the research questions. The results indicate that writing is supported in both traditional and NSF developed 4th grade mathematics textbooks
Results also indicated the number of exercises and writing prompts was higher in the enVision MATH textbook. However, Everyday Mathematics had a higher percentage of exercises that were coded as writing prompts. The framework domains of content strand in enVision MATH and Everyday Mathematics are similar in percentages with the exception of prompts coded in the other category. Everyday Mathematics appeared to be the only textbook analyzed to support writing across different content areas. Furthermore, the content strand of number sense had the largest percentage of writing prompts coded between both textbook series. Other findings from this study suggest that the type of vocabulary coded within the writing prompts was similar in all categories between both textbook series analyzed. Additionally, vocabulary specific to the domain of mathematics and symbols appeared to have the largest percentage in this category for both textbook series.
The teacher and student editions were explored in enVision MATH and Everyday Mathematics to provide more depth to the research. An exploration of the teacher edition indicated how writing was supported for instructional purposes. The teacher editions in both textbook series had the largest percentage of support in the form of one sample response. Within the student edition category, the layout varied in the enVision MATH and Everyday Mathematics textbook series. As a result, only the language of Everyday MATH could be analyzed for patterns in the sections, sub-sections, and additional sub-sections of where the prompts were located.
Although this investigation did not involve analyzing student responses to the writing prompts, the findings provide information regarding the expectations of the writer in order to construct a mathematical response. For example, the domain specific vocabulary (DSV) and symbols category was rated the highest in percentage for both textbooks indicating that students will need to have command of the language and symbols of mathematics in order to engage in meaning making written discourse.
Because most of the math prompts were specific to the problem solving category, it was determined after a linguistic analysis that the affordance of the prompt is much more complex than then binary categories of content and process Additionally, in order for students to respond to these content writing prompts, many process words known as meta-language (i.e., explanation, description, why question, how question) need to be comprehended in order for composition to begin.
In light of these findings, I recommend that special attention be given to the teacher and student editions regarding the implementation of writing in mathematics. The development of these materials has important implications regarding instruction and learning of mathematical concepts through writing, potentially impacting student performance on national and international assessments.
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Adams, Sharon Mary. "An investigation to establish whether specific prewriting activities have any effect on the content and organisation of the written product." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B3195764X.
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Maxwell-Reid, Corinne Rhona. "Effect of bilingual education on students' first language written discourse : a contrastive Spanish-English study using systemic functional linguistics." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/6189.
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This thesis investigates whether studying through English has an effect on the written texts secondary school students produce in their first language, Spanish. Research in bilingual education has tended to focus on students‟ language proficiency and academic achievement as opposed to investigating differences in discourse norms. However, an increased awareness of the role of discourse in language use and the culturally-specific nature of discourse, along with a growing concern over the dominance of the English language in Europe and elsewhere, have widened the range of questions identified as requiring investigation in bilingual education. Popular understanding suggests that English speakers make different choices from Spanish speakers in particular rhetorical situations. Although research into these contrasts can be problematic, there is support for the existence of cultural preference in the selection of options, and specific areas of similarity and difference between Spanish and English discourse have been suggested. This study then looks at one group of secondary three (3º E.S.O.) Spanish students studying through English on a Content and Language Integrated Learning (CLIL) programme in Spain, and compares two sets of argumentative texts written in Spanish by the CLIL students with equivalent texts written by non-CLIL students in the same school. Forty-eight texts are examined in total, and the comparison draws on previous research into discourse differences between Spanish and English texts from contrastive rhetoric, systemic functional linguistics (SFL), and other fields, using tools from SFL for the textual analysis. Areas of analysis include use of clause complexes, multiple Theme and thematic progression, and also genre structure and text organisation strategies for argumentative writing. The main contrasts are found to be in length of t-units, use of simplexes versus complexes, use of multiple Theme, and some issues of text structure. These differences largely correspond to contrasts found in studies comparing written Spanish and written English text, with the CLIL students‟ texts showing features more commonly associated with English writing. Additional data from analysis of the geography textbooks used by the CLIL and non-CLIL students, questionnaires administered to these students, and interviews with their teachers are also used to explore the possible CLIL effect on the students‟ written text. The study discusses how discourse conventions associated with English text in contrast with Spanish text may have influenced the Spanish writing of the CLIL students, considering possibilities including the effect of direct and indirect teaching, and the more general impact of the CLIL programme. Also explored is the question of whether this possible influence of English on Spanish language use is a matter for concern or not, with increased work on language and discourse awareness suggested as a potential response. Methodological issues raised through the study relating to aspects of text analysis and of data collection are also addressed.
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Cross, Geoffrey Arthur. "Editing in context : an ethnographic exploration of editor-writer revision at a midwestern insurance company." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287429772.
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Cross, Geoffrey A. "Editing in context : an ethnographic exploration of editor-writer revision at a midwestern insurance company /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588249825433.
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Dawn, Maggi Eleanor. "Confessions of an inquiring spirit : a study of the relationship between form and content in the written theology of S.T. Coleridge." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620293.
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Elliott, Marcella Diana. "Investigation of the Inter-correlations Among Standardized Written and Performance-based Assessments of Measurement Content Knowledge Among Third Grade English Language Learners." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/148.
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The purpose of this study was to provide an empirical test of the widely held belief that performance-based assessment provides a fairer picture of English-language learners' mathematical skills and knowledge than does a standardized assessment. Specifically, I compared the performance of 94 third-graders on the measurement subscale of the Florida Comprehensive Assessment Test (FCAT) mathematics test to their performance on a set of measurement reasoning and applications that was drawn from their third-grade hands-on science curriculum. Then, I present examples within the non-standardized testing setting where students were provided with real-time language-based accommodations as recommended by the research literature. Finally, I looked at how well these students' level of English language proficiency predicted performance on each of the two assessments. English proficiency level failed to predict FCAT performance. It did predict performance on the reasoning and applications tasks. These findings present a challenge to the conventional wisdom that performance-based assessments provide a less-biased picture of ELL's mathematical knowledge than do standardized tests.
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Batista, Valéria. "Ensino da linguagem escrita no contexto da classe hospitalar: um enfoque metalinguístico." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16191.
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Previous issue date: 2015-09-18The objective of this research was to analyze the educational care and the teaching of written language in the context of hospital classes, understanding the specificities and possibilities of the pedagogic assistance. It also verified in what extent the written language's teaching practice correspond to a metalinguistic focus. The data collection procedure used semi-structured interviews made with seven teachers of those hospital classes. In the data analysis, we used the content analysis technique, which allowed us to construct thematic categories. It was built three categories, which were: written language, care and the hospital class and family environment. The results showed us that the hospital classes are organized in a different manner than the regular classes; as we analyzed the interviews, we perceived individuals characteristics on the care and environment of hospital classes individual tutoring, multisseriate care with adequate schedules to the hospital routine, what is full of medical procedure, exams, medication, sanitation, feeding, visits. Also, the material is diversified and adapted to the hospitalized children and to the occurring care on different places, such as ICU, insulation room, clinic, Nephrology sector, among others. It was verified on the collected interviews 11 cases of literate children on hospital classes; the investment made so the children could learn to read and write was in order to ensure the achievement of independence in reading and writing. The teachers described 130 offered activities in hospital classes concerning the teaching of written language; they were in large part from the perspective of the metalinguistic focus, to know of: 59,25% characterized by the intentional thinking of the phonological awareness (77), 13,85% of the textual awareness (18), 11,55% of the pragmatic awareness (15), 6,90% of the semantic awareness (9), 6,90% of the syntactic awareness (9) and 1,55% of the morphological awareness (2). We concluded that the offered education of the hospital class context has potential to foster the re-insertion of children into the regular school. Therefore, it contributes to minimize the scholar drift, especially if the teacher focuses on the written language education through the metalinguistic focus. We believe on the benefits presented by the Cognitive Psychology of Reading researches relating to the work of linking metalinguistic activities with the learning of written language and we indicate that such activities are given on entertaining and interesting situations by using games and educational software and thus turning the educative situation more attractive and interesting to the hospitalized children and teenagers so it all contributes to an effective teaching of written language
Esta pesquisa objetivou analisar o atendimento educacional e o ensino da linguagem escrita no contexto da classe hospitalar, compreendendo suas especificidades e as possibilidades de atuação pedagógica e verificar em que medida as práticas de ensino da linguagem escrita na classe hospitalar correspondem a um enfoque metalinguístico. O procedimento de coleta de dados consistiu em realizar entrevistas semiestruturadas com sete professoras que atuam em classe hospitalar. Para a análise de dados empregamos a técnica de análise de conteúdo, o que nos permitiu a construção de categorias temáticas. Foram construídas três categorias, a saber: linguagem escrita; atendimento e o ambiente da classe hospitalar e família. Os resultados da pesquisa demonstram que a classe hospitalar se organiza de forma distinta da escola regular, pois à medida que analisamos as entrevistas percebemos características próprias no atendimento e no ambiente da classe hospitalar, tais como: espaço físico menor e restrito; atendimento educacional individual, atendimento multisseriado e com horários adequados à rotina hospitalar que é permeada de procedimentos médicos, exames, medicamentos, higienização, alimentação, visitas; materiais diversificados e adaptados às necessidades das crianças internadas e os atendimentos que ocorrem em ambientes diferenciados, tais como: UTI, sala de isolamento, ambulatório, setor de nefrologia e outros. Constatamos nas entrevistas coletadas o relato de 11 casos de crianças que foram alfabetizadas em classe hospitalar e a justificativa do investimento feito para que as crianças pudessem aprender a ler e a escrever, foi no intuito de garantir a conquista da autonomia na leitura e na escrita. A respeito das atividades oferecidas em classe hospitalar para o ensino da linguagem escrita, as professoras descreveram 130 atividades, e estas se apresentaram em grande parte na perspectiva do enfoque metalinguístico, a saber: 59,25% em atividades que se caracterizam pela reflexão intencional da estrutura da língua voltada para a consciência fonológica (77); 13,85% em consciência textual (18); 11,55% em consciência pragmática (15); 6,90% em consciência semântica (9); 6,90% em consciência sintática (9) e 1,55% em consciência morfológica (2). Concluímos que a educação oferecida no contexto da classe hospitalar tem potencial para favorecer a reinserção da criança na escola regular, e desta forma contribuir para minimizar a defasagem escolar, principalmente se o professor focar no ensino da linguagem escrita no enfoque metalinguístico. Pois, acreditamos nos benefícios apontados pelas pesquisas da área da Psicologia Cognitiva da Leitura, em relação ao trabalho de associar as atividades metalinguísticas com a aprendizagem da linguagem escrita, e indicamos que tais atividades se deem nas situações lúdicas e interativas, por meio do uso de jogos e softwares educativos e assim, tornem as situações educativas mais atraentes e interessantes para as crianças e os adolescentes hospitalizados e possam contribuir com um ensino efetivo da linguagem escrita
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Esmaeili, Hameed. "The effects of content knowledge from reading on adult ESL students' written compositions in an English language test using reading and writing modules." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49851.pdf.
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