Dissertationen zum Thema „Active oral language expression“

Esta tesis se presenta al análisis de una propuesta pedagógica orientada a la enseñanza de las destrezas orales en inglés como lengua extranjera en el ámbito universitario. En ella los estudiantes participan en tareas comunicativas en las que prima la interacción oral grupal, articulada en torno a una serie de seminarios, debates y simulaciones sobre temas relacionados con su campo de estudio. El trabajo en grupo se lleva a cabo de forma independiente con asistencia y supervisión del profesor. Cada grupo dispone de un espacio web colaborativo (wiki) donde lleva a cabo la integración de los contenidos así como la plataforma docente PoliformaT, desde la que se gestionan los contenidos y las tareas. En el estudio participan un grupo experimental y un grupo control formados por sujetos con un nivel intermedio bajo de inglés que estudian inglés profesional y académico en la Universitat Politècnica de València. Partiendo de un diseño basado en una medición pre y post tratamiento, el estudio pretende demostrar que existe una mejora en la expresión oral en general y en las variables de complejidad, corrección y fluidez de los participantes en el grupo experimental como consecuencia de su participación en tareas comunicativas con un alto grado de interacción grupal con relación al grupo control, en el que los estudiantes no intervienen en actividades colaborativas.
This thesis reports on a case study which investigated the potential of Dynamic Assessment within the framework of Task-Based Teaching and Learning as a pedagogical approach aiming to improve oral performance in an English as a foreign language context. At the core of the pedagogical procedure was the enhancement of metalinguistic and metacognitive awareness. The study involved undergraduates (N = 30) at lower intermediate level of proficiency studying English for academic and professional purposes at Universitat Politècnica de València. Drawing on sociocultural theory constructs, a nine-week pedagogical treatment based on Dynamic Assessment principles was designed and implemented to pursue the following aims: (a) to investigate how metalinguistic awareness is evidenced through Dynamic Assessment; (b) to assess the value of this pedagogical approach in relation to the participants¿ oral performance; and (c) to investigate the participants¿ thoughts and perceptions regarding various aspects of Dynamic Assessment. Based on a pre-post test research design, the results suggest that there was overall improvement in the participants¿ oral performance although there were differences across measures. The statistical analyses are discussed in the light of Dynamic Assessment as an approach to second language development. The thesis provides an analysis of the metalinguistic dimension which was an integral aspect of the Dynamic Assessment procedure; the participants focused on a wide range of morphosyntactic, lexical, and discourse features reflecting the students¿ emerging language capacities. Finally, the rich data gathered through a variety of instruments, i.e., tests, transcripts of videotaped oral performance, interviews, and questionnaires, allowed us to gain valuable insights into the participants¿ thoughts and perceptions regarding Dynamic Assessment. We conclude the dissertation with a discussion of the feasibility of implementing individual and group DA in a foreign language context and some pedagogical implications of our findings
Nogues Melendez, CM. (2013). Enhancing oral expression in english as a foreign language through task-based learning and dynamic assessment [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/31648
TESIS

The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.

To learn a language successfully, one needs to incorporate terms which are used commonly by native speakers but cannot be found in dictionaries. Words like uh-huh, oops, ouch, and brrr, are some examples of these terms. These expressions, commonly categorized under such linguistic labels as interjections (Ameka, 1992), alternants (Poyatos, 2002), and response cries (Goffman,1981), are what Dr. Lynn Henrichsen (1993) and Rebecca Oyer (1999) termed Unorthodox Oral Expressions (UOEs). These utterances are considered unorthodox because many of them are not formal or standard English words. Because of that, “we do not consider them part of the productive system of English,” so English dictionaries and textbooks rarely include these words (Luthy, 1983, p.19). Also, they are used mostly in informal speech rather than in formal written English. Hence, non-native English learners usually don’t have the opportunity to learn these informal utterances in English classes (Chittaladakorn, 2011; Oyer, 1999).Though unorthodox, these expressions are important for English language learners (ELL) to learn so that they will be able to carry out more natural and native-like conversations and understand what these utterances mean when native speakers use them. Because UOEs are so under-taught and there are so few teaching UOEs, there is a great need for a UOE dictionary that includes not only pronunciation and meaning, but also the syntactic features and semantic and pragmatic functions of these expressions. This project includes the creation of an online UOE dictionary to fill that need in English language acquisition.

Cette recherche vise à saisir l’importance d’intégrer la motivation et le contrôle du stress comme moyens didactiques dans l’enseignement de l’expression orale (L2) au niveau supérieur. Elle se propose de savoir dans quelle mesure les techniques de motivation et contrôle du stress peuvent influencer au niveau de l’amélioration de la reproduction orale. Le choix du public sur lequel l’étude est appliquée, a été effectué sur la base des expériences obtenues les années précédentes avec des élèves universitaires. Certains ont présenté des symptômes de manque de motivation et une augmentation de l’émotivité au moment de s’exprimer face à un public dans une deuxième langue. De plus il faut que les étudiants soient, tout comme les adolescents, motivés et pour satisfaire à la fonction de facilitation, on se doit d’évaluer avec précision leur niveau de stress pour remédier à leurs difficultés. L’université, pour être la dernière marche d’accès à la vie professionnelle, a la mission à travers ses formateurs, de donner aux étudiants les outils indispensables à leur réussite dans un monde en perpétuelle évolution. L’objectif de cette étude est de démontrer que l’expression orale dans une langue étrangère peut être améliorée mais également que l’on peut renforcer la confiance en soi et participer au développement personnel, par l’intégration de techniques de motivation et de contrôle de stress
This research work is about the importance of motivation and stress management as didactic tools to teach languages for higher education (L2). It identifies the impact of motivation and stress management to improve oral expression.The population target for this study was university students and it was selected based on their previous years’ experiences. Some of them had the required symptoms such as lack of motivation and an increase in emotions when they had to express themselves in a second language. Additionally, the students had to be motivated for this study and their level of stress had to be qualified also. Universities represent the last step before students enter the work environment. They have a mission to provide the tools required for their success in a fast pace world. The objective of this study is to demonstrate that oral expression in a second language can be improved. It shows also that it is possible to increase self-esteem and further improve personal abilities, by integrating motivational and stress management techniques

Cette thèse vise à comprendre l'évolution des attitudes à l'égard de la différence chez les enfants de cycle 2 et de leurs enseignants - à travers leur expression orale - avant et au cours de l'apprentissage d'une langue vivante à l'école. La recherche longitudinale a commencé en maternelle grande section (rentrée scolaire 2012-2013) auprès de six groupes-classes de trois écoles situées dans la région Provence-Alpes-Côte d'Azur pour un effectif total de 155 élèves et de 6 enseignantes. L'étude s'est poursuivie l'année suivante en cours préparatoire (2013-2014) auprès des mêmes groupes-classes puis s'est achevée l'année suivante à mi-parcours du cours élémentaire 1 (2014-2015) auprès d'un effectif final de 112 enfants. Les attitudes et l'expression orale des enfants et de leurs enseignantes ont été observées ponctuellement à chaque rentrée scolaire pour les enfants et continuellement pour les deux acteurs tout au long de l'année à travers la mise en place d'un projet nommée "Éveil aux Langues-Cultures du Monde" (EALCM) inspiré du Cadre de Référence pour les Approches Plurielles des Langues et des Cultures (Michel Candelier et al., 2012). La recherche analyse par conséquent l'évolution de la disposition attitudinale des enfants et de leurs enseignantes à l'égard de l'Autre sur la période triennale en prenant appui essentiellement sur les interactions verbales qui se sont nouées entre eux en classe
This dissertation aims to understand the evolution of attitudes regarding the concept of difference among Cycle 2 children and their teachers - through their oral expression - before and throughout the learning process of a foreign language at school. The longitudinal study started in 2012-13 in three kindergarten schools located in the region of Provence-Alpes-Côte d'Azur comprehending a total of 155 students and 6 teachers. The study continued the following years (2013-14 and 2014-15) with the same groups in the 1st and 2nd grades of Elementary school with a total of 112 students. The attitudes and the oral expression of the students and of their teachers were observed in the beginning of each school year through a project here named "Éveil aux Langues-Cultures du Monde" (EALCM) inspired by the FREPA A Framework of Reference for Pluralistic Approaches to Languages and Cultures (Michel Candelier et al., 2012). The research analyses the evolution of the attitudinal disposition of the children and their teachers during a triennial period essentially considering their verbal interactions in the classroom

Em um mundo globalizado e cada vez mais conectado, os indivíduos são chamados a agir e interagir nos diversos contextos comunicativos. No que diz respeito ao ensino-aprendizagem de línguas estrangeiras, a expressão oral ocupa um lugar de destaque, como uma das principais competências a ser desenvolvida desde os níveis iniciantes. No contexto universitário, a prática oral nos cursos de línguas e as possibilidades de ampliação dos espaços de comunicação em diferentes situações devido à internacionalização das universidades, tornam-se imprescindíveis. Além de uma formação mais reflexiva e formativa, o desenvolvimento da expressão oral dos aprendizes pressupõe compreender a aula de língua e seu complexo funcionamento. Isto posto, observamos a necessidade de multiplicar os espaços de prática do oral na universidade e de repensar ações pedagógicas efetivas que possam contribuir à formação do aprendiz iniciante e ao desenvolvimento de sua expressão oral. Ao considerar a sala de aula de língua estrangeira como um espaço de troca e de transformação voltado para a ação interativa e reflexiva (BIGOT, 2009; KOCH, 2012), valemo-nos da concepção de ensino-aprendizagem da perspectiva acional (CONSELHO DA EUROPA, 2001; PUREN, 2009; ROSEN, 2009), em que os aprendizes devem produzir e refletir para tornarem-se futuros atores sociais independentes (WEBER, 2013). Esta pesquisa foi desenvolvida no âmbito de um curso de Letras - habilitação em francês - de uma universidade pública paulista, no contexto de ensino-aprendizagem de Francês Língua Estrangeira (FLE) em níveis iniciantes. A metodologia utilizada é qualitativa, e se insere em um estudo de pesquisa-ação (THIOLLENT, 2009). A partir da criação e elaboração de um curso de conversação, objetivamos investigar o desenvolvimento da expressão oral de aprendizes iniciantes por meio da realização de tarefas comunicativas em torno da temática de uma viagem à França, com a finalidade de observar quais aspectos estariam relacionados ao desenvolvimento da prática oral em língua francesa. Apoiados em uma análise qualitativa das interações orais desses aprendizes durante a realização de tarefas no curso, os resultados indicaram que ocorreu uma efetiva ressignificação em relação às representações sobre o oral e sobre o processo de aprendizagem como um todo. Esse movimento de ressignificação foi constatado, primeiramente, pela articulação entre as escolhas metodológicas feitas pelo professor e as tarefas comunicativas propostas de acordo com a temática do curso; num segundo momento, pela ampliação e variedade das situações em que os aprendizes interagiam oralmente e por último, pela autorreflexão que realizaram, pela qual se pôde observar o impacto do curso para o desenvolvimento da expressão oral dos aprendizes.
In a globalized and increasingly connected world, individuals are called to act and interact in various communicative contexts. In terms of teaching and learning foreign languages, the oral expression occupies a prominent place as one of the main competences to be developed with beginners. Oral expression training of a foreign language in the university context is becoming more and more relevant due to the expansion of international exchange between universities. In addition to a more reflective and consistent learning, the development of the oral expression at the beginner levels presupposes the understanding of language in the classroom context and its complex functioning. Thus, we observed the need to expand the practice space of oral expression in the university and to rethink effective pedagogical actions that can contribute to the training of beginners and the development of oral expression. When we consider the foreign language classroom as a place for interchange and transformation geared to interactive and reflexive action (BIGOT, 2009; KOCH, 2012), we consider therefore a notion of teaching and learning from the actional perspective (COUNCIL OF EUROPE, 2001; PUREN, 2009; ROSEN, 2009), in which learners must produce and think in order to become future independent social actors (WEBER, 2013). This research was developed within the scope of a French major course of a public university in the context of teaching and learning French as a Foreign Language at beginner levels. Grounded in qualitative methodology and inserted in an actionresearch study (THIOLLENT, 2009), it was created and elaborated a French conversation course where we aimed to investigate the development of oral expression in beginners from the accomplishment of communicative tasks around the theme of a trip to France in order to observe which of these aspects would be related to the development of oral practice in the French language. From a qualitative analysis of the oral interactions between beginners during these tasks, the results indicate that an effective re-signification occurred in relation to representations about the oral expression and the learning process as a whole. This re-signification movement was verified, firstly, by the articulation between the methodological choices made by the teacher and the communicative tasks proposed in accordance with the theme of the course; secondly, by the increased variety of situations in which learners interacted with one another and, lastly, for their self-reflection, in the which it was observed the impact of the course in terms of the development of oral expression in beginner learners.

Les jeunes apprenants français de BTS de l’École Nationale d’Industrie Laitière et des Biotechnologies (ENILBio) de Poligny, bien qu’ayant reçu un enseignement de plusieurs années en anglais langue étrangère, éprouvent souvent des difficultés à comprendre, mais surtout à s’exprimer oralement dans cette langue. En tant qu’enseignante, c’est un problème auquel je me heurte quotidiennement sans parvenir à trouver des explications et des solutions.Le but de cette recherche est d’explorer les raisons qui expliquent la gêne souvent ressentie par les étudiants au contact de l’anglais oral qu’ils sont amenés à parler dans le contexte scolaire et extra-scolaire, et de s’interroger sur leurs pratiques (dans la classe et hors de celle-ci) et représentations. Ce travail tente donc de comprendre pourquoi les élèves de BTS ne s’expriment pas, peu ou mal, en mettant en lien leurs expériences de la langue et leurs représentations, et en étudiant leur degré réel de compétence en expression orale.Cette recherche laisse une large place à la parole des élèves, que j’ai mise en évidence au travers de questionnaires et d’entretiens individuels en français. Les résultats qualitatifs et quantitatifs recueillis au cours de ces étapes sont mis en relation avec les données d’une tâche d’expression orale à laquelle les étudiants volontaires ont bien voulu se soumettre.Si l’influence du cadre institutionnel semble jouer un rôle primordial dans la (non) prise de parole des jeunes à l’école et en dehors de ses murs, les liens entre représentations de l’anglais, représentations de soi en tant qu’apprenant de langue et exposition à celle-ci sont plus difficiles à déterminer.Quelles sont alors les perspectives pour aider les apprenants de BTS à améliorer leurs compétences orales ? Ce travail tente d’ouvrir des voies pour répondre à cette question
Although French learners studying at BTS level at the National School of Dairy Industry and Biotechnologies (ENILBio) in Poligny have studied English as a second language for several years, they often have difficulty not only understanding it, but more importantly speaking it. As a teacher, it is a problem I am faced with daily and to which I haven’t been able to find explanations or solutions.The aim of this research is to explore the reasons that explain why students often feel embarrassed when they have to speak the language in and outside school, and to question their own practices and representations. This work aims at understanding why BTS students don’t speak English – or speak it little or badly – by linking their experiences with the language, their representations and their actual speaking skills.This research emphasizes what students have to say about this subject through questionnaires and face-to-face interviews in French. The gathered qualitative and quantitative results are analysed in relation to a speaking task which was carried out by student volunteers.The institutional context plays a crucial part in the fact that students speak English (or not) in and outside school, but the links between the representations of the English language, the students’ representations of themselves as language learners and their exposure to the language remain unclear.What are the prospects to help BTS learners to improve their speaking skills? This research tries to open new ways to answer this question

Le présent travail a pour but d’analyser et de montrer comment une chanson, dans toute sa richesse langagière, musicale et socioculturelle peut devenir un réel outil d’apprentissage. Tout d’abord, une étude de la situation actuelle de l’enseignement du FLE en Inde, révèle l’emploi limité à la grammaire et au vocabulaire des chansons et démontre l’insuffisance de l’exploitation des chansons françaises dans leur intégralité : les aspects esthétiques et artistiques sont très peu abordés. Ensuite, une réflexion théorique porte sur les domaines de la didactique de l’oral, de la musique et plus particulièrement, des chansons. Elle met en relation les concepts interdisciplinaires tels que la musique, l’émotion, le plaisir, la réception et l’expérience esthétique, la motivation, la culture, les chansons, l’oral, etc. du point de vue de l’enseignement/apprentissage d’une langue. Cette recherche vise l’identification des manques et des besoins, à travers une pré-enquête et des entretiens réalisés dans des établissements différents de New Delhi. Enfin, une remédiation sous forme d’un projet artistique appliquée à des apprenants indiens hindiphones de 3ème année de FLE, montre les effets bénéfiques de l’étude transversale en évoquant le rôle pertinent des chansons sur le développement cognitif, affectif et socioculturel. Le côte ludique de l’apprentissage à travers les chansons suscite le plaisir esthétique et un nouveau désir de s’exprimer dans une langue. Cette thèse concerne non seulement plus de 300,000 apprenants indiens du FLE mais également, tous les domaines de la didactique, des neurosciences, de la psychologie, de l’interculturalité, de la linguistique et de la musicologie. Les propositions développées ici sont également applicables à d’autres langues
The present work aims at analysing and showing how a song, in all its linguistic, musical and sociocultural richness, can become a real tool of learning. First of all, the current situation of the teaching of French as a foreign language (FLE) has been studied, that reveals the use of the songs being limited to their grammar and vocabulary. Its analysis brings to the forefront the insufficient use of French songs in their entirety:aesthetic and artistic aspects being the less addressed aspects. In order to address this situation, the focus has been put on studying the theoretical notions in the domain of teaching of oral, music and particularly, songs. These notions are furthermore analyzed in the light of teaching/learning of a language to study the interdisciplinary concepts such as music, emotion, pleasure, aesthetic reception and experience, motivation, culture, songs, oral, etc. This research aims at identifying what is lacking and needed, with the help of pre-survey and interviews conducted in different institutes of New Delhi. Last but not the least, an art based project has been suggested to the native Hindi speakers studying in the 3rd year of FLE. This project highlights the advantages of the cross-sectional study referring to the important role of songs on the cognitive, emotional and sociocultural development. The playful side of learning through songs arouses aesthetic pleasure and new desire to express oneself in a language. This thesis not only concerns more than 300,000 Indians students of FLE but also relates to the fields of didactics, neurosciences, psychology, interculturality, linguistics and musicology. The suggestions developed here in this project apply equally to other languages as well

Este estudo propõe-se a investigar a contribuição que práticas de interação verbal oral realizadas no contexto de uma formação online podem trazer para o aperfeiçoamento da expressão oral do estudante de francês língua estrangeira. Apoiado na metodologia da pesquisa-ação, o projeto Cefradis (Cours Pilote de Français Avancé à Distance) foi desenvolvido em 2010 junto a um grupo de estudantes do 3º ano de Letras da Universidade de São Paulo. A arquitetura de base do projeto consistiu em alternar produções orais individuais com interações online, bem como o feedback fornecido aos estudantes como forma de comentar aspectos qualitativos de sua produção textual oral. A conversação online sobre temas da atualidade apresentados desde o ponto de vista de locutores francófonos propiciou aos estudantes um uso real do francês falado em atividades comunicativas que não são habitualmente vivenciadas no cotidiano de sua formação universitária. Todas essas práticas didáticas foram possibilitadas por recursos tecnológicos de comunicação mediada por computador, de edição de áudio, registro, armazenamento e compartilhamento do material textual produzido ao longo do projeto. Destaca-se, portanto, a contribuição da mediação tecnológica para o desenvolvimento do processo de ensino e aprendizagem. No entanto, os discursos dos estudantes revelam o papel preponderante que a interação e a mediação humanas exerceram durante este processo, tanto para o fortalecimento de seus recursos pessoais de expressão oral quanto para o despertar de uma consciência linguística sobre seu modo de falar na língua estrangeira.
This study investigates how oral interaction practices carried out online, via the Cefradis Project, contribute to helping learners of French as a foreign language improve their verbal expression. Grounded in action-research methodology, the CefradisProject (Cours Pilote de Français Avancé à Distance) was developed in 2010 with a group of undergraduate students in their third year of Language and Literature at the University of São Paulo. The framework of the project consisted in alternating individual oral production activities with online interactions and incorporated giving feedback to participants to comment on qualitative aspects of their production of oral text. Scheduled online conversations about current events presented from points of view held by French-speaking people engaged the students in authentic use of spoken French in communicative activities not usually experienced by them in their daily university lives. Teaching practices such as these were made possible through the use of technological resources of computer-mediated communication, audio editing, data recording, and the storing and sharing of text material produced throughout the project. The significant role of technological mediation in the development of the teachinglearning process is therefore explored in this study. However, the feedback of participants reveals the predominant role that human interaction and human mediation play in this process, not only in the strengthening of the learners´ personal resources for verbal expression but also in the awakening of their linguistic awareness of their own ways of speaking in French.

La importancia de la dimensión afectiva que acompaña el proceso de adquisición de lenguas extranjeras es indiscutible. Sin embargo, a pesar de esta realidad, y de la evolución de los enfoques comunicativos como métodos de enseñanza de idiomas, la literatura continúa asegurando la existencia de aprensión lingüística en el aula y su efecto debilitador en el proceso de aprendizaje de una nueva lengua. Este estudio tiene como objetivo examinar cómo el aprendiz experimenta la variable de la ansiedad al expresarse oralmente y en qué medida el profesorado de lenguas extranjeras puede lograr crear condiciones en la clase que reduzcan los niveles de ansiedad. En este trabajo utilizamos la revisión sistemática de literatura como estrategia de investigación, un método que constituye una buena herramienta, permitiéndonos sintetizar coherentemente, de forma rigurosa, los resultados de los estudios empíricos sobre el fenómeno de la ansiedad. Los análisis revelan, en primer lugar, que los síntomas experimentados por aprendices de una nueva lengua suelen manifestarse en cada uno de los niveles que integran al individuo, en un nivel emocional, psicológico, fisiológico, de comportamiento y psicopedagógico; en segundo lugar, los investigadores plantean diversas estrategias a nivel psicológico, pedagógico y socio ambiental con el objetivo principal de incrementar en el aprendiz una serie de recursos personales para hacer frente a la ansiedad. Comentamos las implicancias pedagógicas de estos resultados para una mejor comprensión de la ansiedad y del aprendizaje de una lengua extranjera.
The importance of the affective dimension that accompanies the process of language acquisition is indisputable. However, despite this, and the evolution of communicative approaches to language teaching, scientific literature continues to point at the obstructing effect of anxiety on the language learning process. This study aims to examine how the students of foreign languages experience the anxiety variable when expressing themselves orally, and to what extent the teachers in the foreign language classroom can create conditions that reduce anxiety levels. In this paper we conduct a systematic evidence-based literature review as research method. This investigation model seeks to comprehensively cover the field in order to find the best evidence on the subject with methods that are both explicit and transparent. The analysis reveals, firstly, that high anxiety levels are experienced at five different levels: emotional, cognitive, physiological, behavioral, and in a psychoeducational level; secondly, the body of knowledge suggest several psychological, educational and social environmental strategies for helping students to cope with anxiety. The implications of these results for a better understanding of anxiety and foreign language learning are discussed.

Cette étude relève de la didactique du français en tant que langue étrangère. Elle s’inscrit dans la réflexion sur les liens entre les processus des réflexions d’ordre supérieur (l’analyse, l’évaluation et la création) et le processus de l’apprentissage du français. Elle porte sur le développement des sous-compétences de l’expression orale en français selon l’hypothèse qu’il existe des liens entre la réflexion et l’oral, et qu’il est possible de développer les sous-compétences de l’expression orale en utilisant le programme de réflexion « thinking curriculum » TC. Pour ce faire, notre étude portera sur deux études : une étude théorique qui vise à comprendre ces liens, à savoir la différence entre une réflexion en langue et sur la langue, et à étudier le programme de réflexion et son rôle dans le développement des compétences langagières. Une autre étude sera menée, c’est une étude de terrain qui vise à élaborer des unités d’enseignement basées sur le TC et un test de l’expression orale afin de mener une étude expérimentale et prouver l’hypothèse de la recherche. Cette étude de terrain sera menée sur des élèves d’origines étrangères dans une classe d’accueil dans la banlieue parisienne
This study lies in the field of teaching of French as a foreign language. It is part of the debate on the links between the processes of higher order thinking (analysis, evaluation and creation) and the process of learning French. It focuses on the development of sub-skills of oral expression in French by virtue of assumption that there are links between thinking and speaking, and that it is possible to develop the sub-skills of oral expression using the thinking program (known as "thinking curriculum" TC). To do this, our study will focus on two studies: a theoretical study to understand these linkages, namely the difference between a language and reflection on language, and study the thinking program and its role in the development of language skills. Another study will be conducted, it is a field study that aims to develop teaching units based on the TC and to elaborate a test of oral expression to conduct an experimental study and prove the hypothesis of the research. This field study will be conducted on students of foreign origin in a reception class (a class welcoming to foreign born learners) in the Paris suburbs
تُجرى هذه الدراسة في مجال فلسفة تعليم (ابيستمولجية طرق تدريس) اللغة الفرنسية كلغة أجنبية. وتستند على التفكير على العلاقات القائمة بين عمليات التفكير العليا (التحليل ، والتقييم ، والابتكار) وعملية تعليم اللغة الفرنسية. فهي تهدف إلى تنمية مهارات التعبير الشفهي باستخدام منهج التفكير. ولتحقيق ذلك ، تم البحث وفقا لدراستين : الاولى نظرية تهدف إلى فهم هذه العلاقات ومعرفة الفرق بين التفكير في اللغة وباللغة ، وكذلك دراسة منهج التفكير ودوره في تنمية المهارات اللغوية. اما الدراسة الاخري فهي ميدانية تهدف إلى تصميم وحدات دراسية مبنية على منهج التفكير ، وتصميم اختبار شفهي بغرض عمل دراسة تجريبية واثبات فروض البحث. تتم الدراسة التجريبية على تلاميذ من اصول اجنبية داخل احدى الفصول الدراسية المخصصة لاستقبال التلاميذ الاجانب في احدى ضواحى باريس

Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact with informational text on their scientific academic language development and comprehension of expository text. The Academic Text Talk activities, designed to scaffold verbalization of new words and ideas, included discussion, retelling, games, and sentence walls. This study also evaluated if there were differences in scientific language proficiency and comprehension between boys and girls, and between English language learners and native English speakers. A quasi-experimental design was used to determine the relationship between increasing students’ oral practice with academic language and their academic language proficiency. Second graders (n = 91) from an urban public school participated in two science units over an 8 week period and were pre and post tested using the Woodcock Muñoz Language Survey-Revised and vocabulary tests from the National Energy Education Project. Analysis of covariance was performed on the pre to post scores by treatment group to determine differences in academic language proficiency for students taught using Academic Text Talk compared to students taught using a text-centered method, using the initial Florida Assessment for Instruction in Reading test as a covariate. Students taught using Academic Text Talk multimodal strategies showed significantly greater increases in their pre to posttest means on the Woodcock Muñoz Language Survey-Revised Oral Language Totals and National Energy Education Development Project Vocabulary tests than students taught using the text-centered method, ps < .05. Boys did not show significantly greater increases than girls, nor did English language learners show significantly greater increases than the native English speakers. This study informs the field of reading research by evaluating the effectiveness of a multimodal combination of strategies emphasizing discourse to build academic language.

A utilização de tecnologias digitais é característica expressiva da sociedade atual, facilitando a realização de atividades cotidianas e possibilitando o acesso à informação e à comunicação de forma interativa, colaborativa e instrutiva nos mais diversos contextos sociais (LÉVY, 1993;1999; KENSKI, 2003; 2007). Considerando seu potencial para o desenvolvimento do ensino-aprendizagem de línguas estrangeiras (LANCIEN, 2004; MANGENOT; LOUVEAU, 2006; ALBUQUERQUE-COSTA; MAYRINK, 2013; BRAGA, 2013; PIETRARÓIRA, 2013) e a urgência de colocar em prática inovações metodológicas para acompanhar as necessidades sociais e cognitivas dos nativos digitais (PRENSKY, 2010; CASTELLS, 2011), esta pesquisa foi realizada em um Centro de Estudo de Línguas do Estado de São Paulo (CEL) com o uso de tecnologias como instrumentos mediadores para a aprendizagem do francês língua estrangeira (VYGOTSKY, 1934), tendo como característica específica, a extensão da sala presencial a um ambiente virtual de aprendizagem. Desse modo, este estudo foi desenvolvido com o objetivo de analisar como as tecnologias digitais podem auxiliar na realização de tarefas comunicativas na língua estrangeira (PUREN, 2009; ROSEN, 2009) que levem o aluno a ser um aprendiz ativo (BACICH; MORAN, 2018; VALENTE, 2017) em seu processo de aprendizagem em contextos híbridos (BACICH; TANZI-NETO; TREVISANI, 2015), na era da Sociedade da Informação (COLL; MONEREO, 2010). A pesquisa é de natureza qualitativa-interpretativista e foi desenvolvida aos moldes da pesquisa-ação junto a adolescentes do curso de francês do CEL e as tarefas propostas foram desenvolvidas e compartilhadas através da realização do projeto coletivo RADIO/MAG 6èmeA: a criação de uma rádio/revista virtual, em sala de aula presencial e no ambiente virtual no Evernote. Os resultados obtidos demonstraram que as tecnologias digitais mediadas pelo professor e associadas à realização de tarefas autênticas de comunicação na língua estrangeira, em contexto presencial e virtual, ampliam os espaços de aprendizagem por possibilitarem a interatividade com a informação e interações com os pares, características que favorecem o desenvolvimento de uma postura ativa do aprendiz potencializando sua aprendizagem e sua transformação como sujeito na sociedade atual (FREIRE, 1996).
The use of digital technologies is a significant feature of todays society, making it easier for people to do everyday tasks and allowing access to information and communication in an interactive, collaborative and instructive way in various social contexts (LÉVY, 1993;1999; KENSKI, 2003; 2007). By taking into account their potential in the development of the teaching and learning of foreign languages (LANCIEN, 2004; MANGENOT; LOUVEAU, 2006; ALBUQUERQUE-COSTA; MAYRINK, 2013; BRAGA, 2013; PIETRARÓIRA, 2013) as well as the urgency to put into practice methodological innovations to cater to the social and cognitive needs of digital natives (PRENSKY, 2010; CASTELLS, 2011), our study was carried out in a Language Study Center (CEL) located in São Paulo with the technologies as mediating tools in the learning of French as a foreign language (VYGOTSKY, 1934) and having as its distinctive feature the virtual learning environment as an extension of in-person classes. The aim of this study is to analyze how digital technologies can help students perform communicative tasks in the foreign language (PUREN, 2009; ROSEN, 2009), which may turn them into active learners (BACICH; MORAN, 2018; VALENTE, 2017) in their learning process in hybrid contexts (BACICH; TANZI-NETO; TREVISANI, 2015) in the age of Information Society (COLL; MONEREO, 2010). We have conducted a qualitative-interpretive research, which was based on action research carried out with teenagers taking the French course at CEL. The suggested tasks were developed and shared in a group project entitled RADIO/MAG 6èmeA: the making of a virtual radio/ magazine, both in the classroom and in the virtual learning environment in Evernote. The results of our study have shown that digital technologies mediated by the teacher and associated with the completion of authentic communicative tasks in the foreign language, both in person and virtually, broaden the learning spaces since they allow interactivity with the information and interactions with peers. These features foster an active attitude of the learner by boosting their learning and promoting their transformation into subjects in todays society (FREIRE, 1996).

Cette thèse, qui s’inscrit dans le domaine de l’acquisition des langues étrangères, a pour objectif de comprendre comment les étudiants chinois, au cours de l’acquisition du français, expriment la référence spatiale (la localisation et le déplacement dans l’espace) lorsqu’ils s’acquittent d’une tâche verbale complexe. Nous avons effectué une étude longitudinale de trois ans, en recueillant des productions orales narratives à trois reprises, auprès de 22 apprenants de la même classe, avec des supports en images : Le Chat et Le Cheval respectivement aux deux premiers cycles, et Frog, where are you ? à chaque cycle. Cette procédure permet non seulement d’observer l’acquisition de la spatialité en français de tous les apprenants à un moment donné, mais aussi de mettre en lumière la progression acquisitionnelle de chaque apprenant dans le temps. Basée sur des analyses aux niveaux phrastique, conceptuel et discursif, nous essaierons de trouver les facteurs qui influencent l’expression de la spatialité en français, et de proposer des solutions pédagogiques en fonction des difficultés identifiées chez les apprenants, en vue d’améliorer l’acquisition de la spatialité dans le contexte de l’enseignement du français en Chine
This thesis intervenes in foreign language acquisition, and has an objective to understand how Chinese students in university learn French space expression. I have thus conducted a three-year research and carried out three corpus collections with 22 Chinese learners from the same class, respectively in the first three years in French learning. The Chinese learners are required to tell a story according to the pictures. In every collection, all learners are assigned to tell the Frog story; in the first two collections the additional Cat and Horse stories are respectively required. From the collected corpus, each learner are fully studied, including the space expressions at specific stages and the progress in three-year period. The analysis based on the data has been carried out in the three levels: the sentence level, the conceptual level and the discursive level. It is aimed to find the factors which influence the space expression in French. Moreover, the thesis provides teaching solutions according to the learning difficulties identified in the corpus

Ce travail de recherche propose de mener une réflexion qui s’articule autour de deux axes : le premier axe consiste à observer, à partir d’une enquête de terrain, l’enseignement-apprentissage de l’oral dans le milieu universitaire yéménite, en particulier, au sein du département de français de Ta’izz. Ce travail d’observation est mené dans le but d’identifier les raisons de la passivité verbale des apprenants de cette institution. L’hypothèse sur laquelle repose cette réflexion est que la passivité verbale des apprenants yéménites en classe est en lien étroit avec leur insécurité langagière en français. Le deuxième axe de notre réflexion consiste à réfléchir sur les contributions que peut apporter la pratique théâtrale pour le développement de l’expression orale en classe de FLE, notamment dans la gestion de l’insécurité des apprenants face à l’acte de parler en français. L’hypothèse de notre recherche est qu’un projet de théâtre visant à un « accès esthétique à la parole en langue étrangère» et impliquant l’apprenant dans sa globalité (geste, voix, créativité, rapport à soi et à autrui) peut aider l’apprenant yéménite dans la construction d´une nouvelle énonciation en français langue étrangère
This research work proposes to undertake a project based on two axes: the first axis revolves around a field study to observe the oral teaching and learning in Yemeni universities, in particular, at the heart of the French department of Ta’izz. The purpose of this monitoring is to identify the reasons why learners are verbally passive in this institution. The hypothesis for this assumption is that the verbal passivity of Yemeni learners in class is closely linked to their insecurity in speaking French. The second axis of our research is to think about the benefits of drama in the development of oral [verbal] expression in FLE classes, especially in managing the insecurity of learners when having to speak French. The hypothesis of our research is that a theater project aimed at an « aesthetic access to speech in a foreign language » and involving the learner in his entirety (gesture, voice, creativity, relation to self and to others) could help the Yemeni learner in building a new enunciation in French as a foreign language

Notre étude s’inscrit dans le domaine de la didactique du français langue étrangère. Elle porte exclusivement sur le développement de la compétence d’expression orale en français par le biais de l’échange écrit instantané en ligne. Nous sommes partis du constat selon lequel l’expression orale constituait un grand handicap chez les étudiants chinois et que les pratiques d’enseignement en classe présentielle étaient insuffisantes pour y remédier. Dans ce contexte, nous avons pensé aux TICE et posé la question : les TICE peuvent-elles aider à créer un dispositif d’enseignement/apprentissage qui bonifie les activités orales, complète l’enseignement du français oral et permette aux étudiants chinois en FLE d’améliorer significativement leur expression orale lorsqu’ils s’expriment en français ? Pour répondre à cette question principale qui a soutenu la rédaction de la présente recherche, nous avons centré nos efforts sur le traitement pédagogique de ce phénomène en nous référant à l’hypothèse selon laquelle l’échange écrit instantané en ligne, en tant que méthode auxiliaire, peut aider les étudiants chinois inscrits au programme de français langue étrangère, à perfectionner leur expression orale. L’examen de cette hypothèse, fondée sur l’alliance entre les principales théories de l’apprentissage et les technologies de l’information et de la communication pour l’enseignement, nous a permis de dévoiler la collaboration étroite qu’il y a entre expression écrite et expression orale pour l’amélioration de cette dernière chez les étudiants chinois. Les résultats issus de nos expérimentations ont à leur tour confirmés notre hypothèse, certes, mais ils ont également ouvert de nouvelles pistes de réflexion par rapport à la problématique que nous avons soulevée. Il faudra bien les explorer dans des recherches futures
This research concerns teaching French as a foreign language. It focuses exclusively on the development of French oral expression skills by way of synchronous text-based online exchange. The research began when the authors noticed that oral expression was a big handicap for Chinese students and that teaching practices in the classroom were insufficient to remedy it. Against this background, we referred to Information and Communication Technologies for Education (ICTE) and asked the question: could ICTE help create a teaching / learning device in order to improve oral activities, complement spoken French teaching, and improve significantly Chinese students’ oral expression skills? To answer this question, this paper focuses on a key pedagogical issue, by reference to the hypothesis that, as an auxiliary method, synchronous text-based online exchange could assist Chinese students majoring in French to improve their speaking skills. Focusing on both key learning theories and teaching information and communication technologies, examining this hypothesis permitted us to analyse the close relationship between written and oral expression in order to improve Chinese students’ oral expression skills. Results of our teaching experiment further confirmed the hypothesis, while also opening up new avenues of reflection on this issue and suggesting future research

Notre thèse, rédigée dans le cadre de la Didactique des Langues et des Cultures, explore les potentialités du texte de théâtre en tant qu'outil pédagogique pour la classe de FLE de niveau secondaire. Dans une croisée interdisciplinaire, nous avons débuté notre projet de thèse : « Du texte à la scène - Didactique du Français Langue Étrangère par les approches théâtrales en République de Moldavie », à partir d’extraits de la pièce L’Avare de Molière et dans une perspective particulièrement nouvelle de l’appropriation de la culture étrangère, ainsi que de l’épanouissement artistique de l’élève et du futur citoyen. C’est dans cette dynamique que nous avons mis en place en tant qu’outil d’insertion pédagogique, un atelier de théâtre, auprès d’un groupe d’apprenants dans deux classes de FLE de XIIe, dans un des lycées du nord de la Moldavie. L’objectif de ce travail a été de présenter, premièrement, un bilan de la situation actuelle de l’enseignement des langues en République de Moldavie dans le secondaire, plus spécifiquement du statut de la langue française qui a pour particularité d’être en seconde position (depuis son recul important qui débuté en 2010) derrière l’anglais, première langue étrangère enseignée dans les grandes villes. Nous nous sommes interrogée également sur les rôles et la place des manuels scolaires dans la classe moldave de FLE. Ensuite, nous avons tenté d’identifier les raisons des difficultés de la production orale des apprenants moldaves dans deux classes de FLE de XIIe (situées entre les niveaux B1 et B2 du CECRL), recherche réalisée à partir d’une enquête de terrain.Le deuxième axe de notre recherche consiste à réfléchir sur les contributions que peut apporter la pratique théâtrale pour le développement de l’expression orale en classe de FLE, notamment dans la gestion du malaise lié à l’insécurité langagière, psychologique et relationnelle des apprenants moldaves confrontés à la difficulté du passage à l’acte lors de la prise de parole en français. Nous avons étudié la possibilité d’élaborer dans un nouvel enjeu didactique l’évaluation de la performance des apprenants dans le cadre de l’enseignement par compétences, à l’aide des textes choisis dans la comédie française du XVIIe siècle afin de mesurer la rentabilité de cette méthode pédagogique, le type et la qualité de l’interaction produite, la satisfaction de l’apprenant et l’efficacité de l’enseignement. Deux hypothèses de départ ont orienté notre recherche : 1. La passivité verbale des apprenants moldaves en classe de FLE est en lien étroit avec leur sentiment d’insécurité dans la pratique de la langue ;2. Le théâtre pratiqué dans la classe de FLE incite les élèves à produire du langage dans une situation significative qui leur permet de s’approprier la langue. Les pratiques théâtrales développent et favorisent l’improvisation et l’expression spontanée des apprenants. C’est aussi un véhicule privilégié pour la transmission des éléments socio-culturels du langage. Nos hypothèses ont été mises à l’épreuve par le biais d’une expérience théâtrale, à partir de laquelle nous avons réussi à analyser les particularités des activités artistiques sur le plan linguistique, corporel et gestuel, mais aussi d'un point de vue relationnel. Ce dernier élément nous a permis d'observer de plus près le rôle de l'enseignant, la préparation pédagogique spécifique et les difficultés que cela implique (choix du texte, préparation de l’atelier théâtral, gestion du temps, les limites inhérentes à cette dynamique et les obstacles qu’il peut rencontrer), le mode d’évaluation possible pour un tel enseignement, la prise en compte des capacités d’implication des apprenants
Our thesis, based on the Didactics of Languages and Cultures, explores the potential of theater text as a pedagogical tool in classes of French as a Foreign Language (FFL). In an interdisciplinary cross, we started our thesis project : « From the text to the stage - Didactics of French as a Foreign Language through Theatrical Approaches in the Republic of Moldova », based on excerpts from L’Avare by Molière and in a particularly new perspective of the appropriation of foreign culture, as well as the artistic flourishing of the pupil and the future citizen. It is in this dynamic that we set up as a teaching insertion tool a theater workshop, with a group of learners from two 12th forms that study FFL in one of the high schools from the North of Moldova.The purpose of this work was to present, firstly, a review of the current situation of language teaching in the Republic of Moldova in secondary education, more specifically the status of the French language which has the distinction of being in second position (since its significant decline that began in 2010) behind English, the first foreign language taught in major cities. We also wondered about the roles and place of textbooks in the Moldovan class of FFL. Then, we tried to identify the reasons for the difficulties of the oral production of Moldovan learners in two classes of 12th form studying FFL (their communicative competences being located between levels B1 and B2, according to the CEFRL scale of evaluation), research carried out by means of a survey.The second goal of our research is to reflect on the contributions that theatrical practice can bring to the development of oral expression in French as a foreign language, especially in the management of the difficulties related to the linguistic, psychological and relational insecurity of Moldovan learners that find it difficul to act out while speaking French.We studied the possibility of elaborating from a new didactic perspective, the assessment of the performance of learners in the framework of teaching by skills, based on texts chosen from the French comedy of the seventeenth century : though measuring the profitability of this teaching method, the type and quality of the interaction produced, the satisfaction of the learner and the effectiveness of the teaching.Two initial hypotheses guided our research :1. The verbal passivity of Moldovan learners in the FFL classroom is closely related to their feeling of insecurity in the practice of the language ;2. Theater in the FFL classroom encourages students to produce language in a meaningful situation that allows them to appropriate the language. Theatrical practices develop and promote improvisation and the spontaneous expression of learners. It is also a privileged vehicle for the transmission of socio - cultural elements of language.Our hypotheses were tested through a theatrical experience, thanks to it we managed to analyze the peculiarities of the influence of artistic activities on various elements like body, voice and gestures, but also from a relational point of view. This last element allowed us to observe more closely the role of the teacher, the specific pedagogical preparation that implies, the difficulties (choice of the text, preparation of the theater workshop, time management, the limits inherent to this dynamic and the obstacles that it may encounter), the possible evaluation method for such teaching, the taking into account of the learners' involvement capacities

Gabriela Čanigová Teaching focused on the development of foreigners` language skills - benefits and disadvantages at work with class in Science in 2nd grade ABSTRACT The work will deal with the development of language skills of pupils with different mother tongue and evaluation of the possible benefits of including such focused activities in teaching the whole class. As many research surveys show, weakened language skills in the mother tongue are not only for pupils with a different mother tongue. Adjusting teaching to pupils with different foreigners language could enrich other pupils as well. On the other hand, it is possible that these activities will be too simple for most pupils, which could lead to a loss of interest. Another possible risk appears to be time consuming, which could lead to the need to reduce the scope and possibly the content of education. The research will be carried out in two research groups in the form of experimental teaching of selected topics of the subject Prvouka. In the experimental group the teaching (explanation, work with text, etc.) will be adapted to the language skills of pupils with different foreigners language. Such oriented education will emphasize an increased level of graphic visualization of the content of teaching and creation of space for communication and...

碩士
臺北市立教育大學
特殊教育學系碩士班身心障礙組(日)
99
An action research method is adopted by this study to explore the influence of using picture-books intervention on oral language capability of the child with language delay. The subject of this research is a second grade child with language delay. Throughout the research process, the contents of story retelling delivered by the subject were collected by means of recording, teaching reflection, observation records and other methods. The collected materials are analyzed to reveal the differences of semantics, syntax, and pragmatics before and after using picture-books intervention. The conclusions of this research are stated as follows: (a) using picture-books intervention improves the willingness of initiative expressing of children with oral language development delay. (b)using picture-books intervention enhances the semantic ability of children with oral language development delay. (c)using picture-books intervention improves the syntactical skill of children with oral language development delay. (d)using picture-books intervention increase the pragmatic competence of children with oral language development delay. Eventually, based on results of this study, some recommendations are submitted for future research.

This study examines the oral strategies employed by Zulu speaking people in the expression of conflict and criticism in their social discourse. These oral discourses, viz. izibongo and naming practices, are analysed to ascertain the socially acceptable ways in which Zulus articulate their frustrations and discontent in various social settings. These are commonly used in rural communities, but they also echo in urban social settings. Hostility and ill-feelings are thus channelled through the sanctioned form of these various oral expressions either as a means of merely airing one's dissatisfaction or as a means of seeking personal redress. The study also reveals that these particular forms of oral expression with critical content, do not exist for their own intrinsic value simply to artfully describe a particular individual. They are composed primarily to serve a particular social function of conflict articulation and expression in non-conflictual ways. The function of these oral forms is that of a "socio-cultural archive" (Conolly 2001), which is vested in the memory of those who can express in performance, their renditions of personal and group identity. The aesthetic beauty of these forms must be regarded as a secondary function and a direct by-product of the primary function, which is personal identity expressed in a way which ensures that issues which could cause conflict are highlighted so as to diminish their conflictual potential. The reason for this is that in order to fulfill the first function, which is conflict reduction, Jousse (1990) states there has to be a form (rhythm, balance and formula) which makes the expressions memorisable - which literate people equate to 'poetry'.
Thesis (Ph.D)-University of Durban-Westville, 2003.

碩士
臺北市立教育大學
特殊教育學系身心障礙教育教學碩士學位班(夜)
101
The purpose of this study was to investigate the effects of using interactive whiteboard in language teaching on oral expressive abilities of the students with moderate mental retardation. The subjects were three students with mental retardation from an elementary school. A single-subject experimental design with multiple probes and across subjects was used in this study. The independent variable was using interactive white board in language teaching, and the dependent variables were numbers of total words, numbers of different words, total numbers of utterances and mean length of utterance. The language samples were collected as study data and analyzed by using visual inspection techniques and time-series C statistic to elucidate the instant learning effects, maintenance effects and generalization effects. The conclusions of this study were as follows: 1. The use of interactive whiteboard in language teaching could improve the oral expressive abilities of the students with moderate mental retardation. 2. The use of interactive whiteboard in language teaching had maintenance effects on oral expressive abilities of the students with moderate mental retardation. 3. The use of interactive whiteboard in language teaching had generalization effects on oral expressive abilities of the students with moderate mental retardation.

碩士
國立新竹教育大學
臺灣語言與語文教育研究所
99
Abstract In this study, we measured the language production outcomes of a 6-year-old Hakka-Mandarin bilingual boy, during the period when his family changed his language environment by speaking Hakka mainly at home for 7 months. The boy used to live in a Mandarin-dominant environment. And his family deliberately changed the dominant language into Hakka since this study started. The Hakka production samples of the boy were elicited by the story books, ‘three little pigs’ and ‘frog, where are you’. In order to compare his commands of Hakka with his commands of Mandarin, his Mandarin production samples were also collected, elicited by the same books. The boy was vedio-taped monthly when he was asked to tell the stories. His narrations were transcribed and analyzed with CHILDES. There were several indexes we measured to evaluate the progress of his commands of Hakka during the 7 months. The indexes included the mean length of utterances (MLUs), numbers of different types he used, numbers of different word in each word type he used, numbers of diverse structures of the predicate phrases in his Hakka usages, numbers of code-switching words occurred in his Hakka utterances, and long pauses occurred when he used Hakka. The results compared the monthly progress the boy made during the 7-month period, with the indexes mentioned above. And the suggestions to the families and to the schools which may aim to raise a Hakka-Mandarin child were made, based on the results found in the study in the end. Key words: Hakka, bilingual, language environment, CHILDS

碩士
樹德科技大學
兒童與家庭服務系
103
This study aimed to examine the effect of creative linguistic activities on children’s language comprehension, oral expression, and learning attitude toward language. The main research subjects, kindergarten who were above four-year old (include four-year old), were recruited from Hsin-Hsin (alias) Kindergarten in Kaohsiung City. A total of 39 kindergarten were randomly selected into either experimental group or control group, in order to conduct a quasi-experimental research. The study adopted nonequivalent control group design of the quasi-experimental research. The experimental group was treated with creative linguistic activities and the control group was given normal linguistic activities. After 12 weeks of different teaching treatments, two groups were compared to evaluate children’s language comprehension and oral expression. Two-way ANCOVA was used to analyze the differences between different groups and genders. The main results are as follows: (1)Vocabulary Comprehension There was no significant difference on language comprehension between experimental group and control group. However, there was a moderating effect between different groups and different genders, in which female kindergarteners in experimental group were better than those in control group. (2)Oral Expression There was no significant difference on oral expression between experimental group and control group. And there was no significant moderating effect between different groups and different genders. (3)Attitude of Language Learning Positive learning attitudes were observed in most kindergarten whom were given creative linguistic activities. Based on the results, the researcher suggests education institutions to frame relevant teacher education training courses, kindergartens to establish appropriate teaching approaches, and teachers to improve on creative linguistic activities.

碩士
大葉大學
管理學院碩士在職專班
103
The purpose of this study was to investigate the effects of Concept Mapping Teaching Strategy on reading comprehension and oral expression for the third grade students as an example. A quasi-experiment with pretest-posttest nonequivalent-control-group design was conducted. The experimental group received seven-week Concept Mapping Teaching strategy and the other received traditional instruction program. In order to realize the changes of students’ reading comprehension, the ”Reading Comprehension Questionnaire” was conducted by the experimental and control groups before and after instruction. Quantitative analysis was conducted using Paired t-test. By collecting and consolidating the data including learning sheets, records of observation on oral expression and interviews, qualitative analysis was assisted. The main results indicated as follows: 1.It was not effectively different between experimental and controlled groups on post-test of Reading Comprehension Questionnaire. 2.Concept Mapping Teaching Strategy assisted students in catching the concept of text and understanding the content. 3.The ability of students’ oral expression on handling the key point was effectively enhanced. 4. Students hold positive attitudes for Concept Mapping Teaching Strategy.

O presente estudo pretende refletir sobre o ensino-aprendizagem da expressão e interação oral nas aulas de LE (Inglês e Espanhol) e apresentar estratégias favoráveis ao desenvolvimento destas mesmas competências. No primeiro capítulo, apresenta-se a definição do conceito de estratégia, na expressão oral, analisando-se, em seguida, os atuais documentos orientadores do ensino das línguas inglesa e espanhola como línguas estrangeiras no sistema de ensino português, tendo em conta as respetivas recomendações de implementação de estratégias na sala de aula que visem o desenvolvimento da expressão e interação oral. No segundo capítulo apresentam-se estratégias favoráveis ao desenvolvimento destas competências, fazendo-se referência à tipologia de atividades e ao papel do professor. Identificam-se também os fatores que, segundo diversos autores, condicionam o desenvolvimento das mesmas em contexto de sala de aula. No terceiro capítulo, reflete-se sobre a forma como a expressão e interação oral têm sido abordadas pelas diferentes metodologias de ensino de línguas estrangeiras ao longo dos últimos anos. No quarto capítulo, apresenta-se a Escola Secundária Romeu Correia no Feijó, onde foi realizada a Prática de Ensino Supervisionada, e a caracterização das turmas lecionadas. Por último, no quinto capítulo descrevem-se as várias fases de investigação-ação e apresentam-se as respetivas conclusões.
The present study aims to reflect on the teaching and learning of speaking and oral interaction in foreign languages classes (English and Spanish) and to present strategies aiming at the development of these skills. In the first chapter, the concept of expression and oral interaction is presented and the factors that, according to several authors, may restrain their practice in the EFL classroom. In the second chapter favorable strategies are presented towards the development of these competences, referring to the typology of activities and the teacher’s role. We also identify the factors that, according to several authors, condition their development in the context of the classroom. In the third chapter, a reflexion will be offered on how these two concepts have been approached by the different methodologies of foreign language teaching over the last years. In the fourth chapter, the Romeu Correia Secondary School in Feijó, where the Supervised Teaching Practice took place will be presented, as well as the of the classes. Finally, the last chapter describes the various phases the action-research processe are described as well as their conclusions.

The literature has stated that all adults with Down syndrome (DS) develop the physiological signs of Alzheimer's disease (AD), but that the behavioural changes may not occur until many years later. While there has been a fair bit of literature on the benefits of leisure in reducing the risk, or delaying the development, of AD in adults without DS, this literature is almost non-existent for the DS population. The purpose of the present study was two-fold. First, this study investigated the differences in cognition, language, and literacy skills, and leisure activity participation in younger and older adults with DS. Second, this study examined leisure activity participation as a predictor of cognitive, language, and literacy abilities. Results showed that older participants (age 46-60) tended to score more poorly on measures of cognition, language, and literacy than younger participants (age 20-45). These age-related differences may, in part, be due to AD. Leisure activity participation was also found to vary with age, such that older adults engaged in fewer physical, cognitive, and social leisure activities and worked more hours than the younger adults. Differences in leisure activity participation may be due to AD or to the participant's place of residence, where participants living in a group home tended to work more and were involved in less leisure than participants living with their parents. Finally, leisure activity participation was not found to predict cognitive, language and literacy scores, with the exception of watching television, which negatively predicted oral expression scores. While true of all adults, adults with DS should be encouraged to dedicate more time to positive leisure activities at all ages, and more specifically to cognitive leisure activities, and dedicate less time to television watching, to help delay the onset of declines associated with AD.

As escolas portuguesas têm vindo a desenvolver uma série de procedimentos com o objetivo de introduzir na prática letiva o hábito da avaliação da expressão e da interação orais de uma forma mais séria e efetiva, não só no que diz respeito ao processo de ensino-aprendizagem das línguas estrangeiras, mas também do português enquanto língua materna. Falamos de “pequenas revoluções” que pretendem equilibrar a importância atribuída ao domínio da oralidade relativamente ao domínio da escrita. Os programas nacionais assim como os manuais escolares tentam acompanhar esta nova tendência. Esta alteração no modo de trabalhar e avaliar a expressão e a interação orais nas línguas, embora desejável, acarreta atualmente muitos problemas no seu exercício. O elevado número de alunos por turma, o pouco tempo dedicado à prática da expressão e da interação orais em sala de aula, a falta de formação dos docentes no manejo de instrumentos indispensáveis a este tipo de avaliação (escalas, bandas, critérios…) e a forma como é tratado o erro do aluno após a realização da tarefa avaliativa são lacunas atualmente existentes no nosso sistema de ensino. No decorrer deste estudo, auscultámos alunos e docentes relativamente a este tipo de avaliação. Foram realizados inquéritos e levadas a cabo atividades de forma a descobrir fragilidades e promover exemplos de prática pedagógica capazes de atenuar algumas dessas mesmas fragilidades. Após uma primeira fase de observação de aulas, realizou-se uma primeira avaliação da expressão e da interação orais em sistema de coadjuvação, onde foram utilizados os instrumentos de avaliação didatizados pela docente titular da turma. As seguintes avaliações foram incluindo pequenas alterações promovidas pela docente estagiária, de forma a testar a sua exequibilidade e possível contributo para atenuar algumas das dificuldades diagnosticadas. Trata-se, sobretudo, de um trabalho de pesquisa, investigação e experimentação em sede de contexto de ensino-aprendizagem de uma língua estrangeira, cujo objetivo é promover o diálogo sobre este tema através do comentário crítico de práticas pedagógicas observadas e executadas ao longo da realização da minha Prática de Ensino Supervisionada no Agrupamento de Escolas Augusto Cabrita.
Portuguese schools have been developing a series of procedures with the purpose of introducing in the school practice the habit of evaluating oral expression and interaction in a more serious and effective way, not only in regard to the teaching-learning process of foreign languages but also of Portuguese as first language. We are referring to “small breakthroughs” that aim at balancing the importance given between oral and writing skills. The national education programmes, as well as the textbooks, try to keep up with this new tendency. Although it is desirable, this change in the way that we work and assess oral expression and interaction brings, at the moment, a series of problems when put into practice. There are some currently existing gaps in our educational system, such as the high number of students per class, the brief time dedicated to oral expression and interaction, the lack of teacher training in regards to essential tools for this type of assessment (scales, grids, criteria…) and the way the students’ errors are treated after the test. Some inquiries were made, and activities carried out, in order to find out weaknesses and to promote examples of pedagogical practices capable of supressing some of those weaknesses. After a first phase of class observation, a first oral expression and interaction assessment took place with the presence of two teachers. During this process, the assessment instruments used were provided and created by the class teacher. In order to test the feasibility and possible contribution towards reducing some of the difficulties experienced, the following assessments featured some small changes provided by the internship teacher. This is mainly a work of research, investigation and experimentation (trial and error) in the teaching-learning context of a foreign language with the purpose of promoting a dialogue about this issue, through critical commentary of observed and executed pedagogical practices during my internship in Agrupamento de Escolas Augusto de Cabrita.

O presente relatório destina-se a apresentar o contexto de estágio realizado numa instituição privada, entre novembro de 2014 e junho de 2015. Durante a prática pedagógica tivemos sempre em consideração as diferentes áreas de conteúdo e a sua articulação, porém, a ação aqui retratada incide, predominantemente, no domínio da linguagem oral. Com este trabalho, pretendemos desenvolver uma reflexão crítica, a partir dos conhecimentos científicos adquiridos, de modo a compreender em que medida os jogos educativos contribuem para a construção de aprendizagens significativas ao nível do domínio da linguagem oral. Foi devido à importância para o desenvolvimento cognitivo e social da criança que considerámos pertinente abordar este tema. Concluímos que é essencial que as aprendizagens se baseiem na exploração do carácter lúdico da língua, daí a importância dos jogos educativos. Para a elaboração deste relatório, recorremos à metodologia de investigação-ação. Neste sentido, adotamos uma atitude de pesquisa, experimentação, análise e reflexão, para assim, podermos melhorar a nossa prática.
This report is presented after an internship in a private institution, between November 2014 and June 2015. During the research we have considered all content areas and their articulation, however this report considers mainly the dominance of the oral language. With this report, we intend to develop a critical reflection, from acquired scientific knowledge, so we can understand which way educational games can contribute to the creation of significant learning in the oral educational area. It was due to the importance of the child's cognitive and social development, that we found it pertinent to research this subject. We come to the conclusion that it is essential that competences are based on the exploration of the playful character of the language, therefore the importance of the educational games. To produce this report, we used an investigation-action methodology. In this regard, we adopted an experimental, analytical and reflective attitude, so we could improve our ways of working.

O tema do presente relatório é a dramatização como um procedimento didático nas aulas de língua – dramatização, enquanto método baseado no teatro (drama), como um processo de ensino-aprendizagem que articula os conteúdos de estudo escolar com técnicas e conceitos teatrais. O objetivo principal da aplicação desta metodologia é conseguir que o estudo das matérias da aula de língua seja interessante e motivador para os intervenientes, alunos e professor, procurando-se proporcionar aulas dinâmicas, com momentos de recreação que possibilitem a identificação do estudo com o prazer. Na organização das aulas usa-se um procedimento didático baseado no enfoque por tarefas, método educativo aplicado ao ensino-aprendizagem das línguas estrangeiras, particularmente na conceção de Ellis (2003) para um processo sequencial de ensino orientado, onde são considerados três momentos: as atividades anteriores à tarefa, a tarefa e as atividades posteriores à tarefa. No caso do presente estudo, consideram-se tarefas as atividades de natureza dramática que apresentam duas expressões diferentes: simulações de situações comunicativas reais, e leituras em voz alta, individualmente ou em diálogo, feitas para um público. A expressão oral manifesta-se através de vários modos: prática de diferentes formas de leitura em voz alta, atuação em simulações comunicativas e a interação oral entre alunos e professora na execução de muitas atividades. A relevância destas práticas orais prende-se com o seu potencial para desenvolverem as destrezas requeridas nos processos comunicativos da língua oral: a cognitiva, a linguística e a fonética. Ainda que o enfoque por tarefas seja um método para a didática das línguas estrangeiras, a sua aplicabilidade no ensino da língua materna é possível, seguindo a mesma sequenciação de operações num e noutro caso pois focalizar o estudo das línguas na sua funcionalidade comunicativa é o propósito das pedagogias atuais para as línguas, maternas ou estrangeiras.

This work deals with development of preschool children vocabulary. It focuses on speech self, on its development in relation to thinking and the development from the ontogenetic perspektive. Further, its maps the view on speech development in the past and present. The part dealing with RWCT follows. The thesis tries to outline the basic ideas of this programme and its application in kindergarten. It aims to familiarise readers with new approaches and methods of language and speech development, and to outline the basics of this programme. The thesis also compares this programme with the Start Together programme, which issues from RWCT. Another topic of the thesis is a comparison of the objectives of RWCT and the Framework Education Programme for Preschool Education, where the relationship between RWCT and Framework Education Programme for Preschool Edication objectives is shown. In the practical part of the thesis, statistical data from two kindergartens show whether using RWCT methods in kindergarten positively impacts development of select communication skills of preschool children. The thesis aims to prove that the RWCT methods positively support the overall communication skills and abilities of preschool children.