Dissertations / Theses on the topic 'Cohn, elie'
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Boisbourdin, David. "Vers un nouvel humanisme musical : Perception et représentation de l’oeuvre musicale électroacoustique d’Elie-Paul Cohen. Un langage musical universel est-il possible aujourd’hui ?" Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040231.
Full textElie-Paul Cohen is a doctor and a composer who is relatively unknown by the general public. His electroacoustic works are built around a physiological sound material, resulting from the capturing of human body vibrations. The study of these works raises the question of the relationship between the body and music, a concept which was already being addressed by the Renaissance humanists. He is also part of a medical research group which has developed sound patterns of DNA molecules that he will use in his next musical production. These physiological sounds have a huge impact on our perception of sounds but also of music; this led us to question the very notion of music and the perception we have of it. Could a universal music based on the sound modeling body vibrations exist? This led our work to result in a cross-disciplinary approach including the fields of music, musicology, phenomenology, neuroscience, physics, medical research or advanced biology
Berho, Montalvo Maureen. "Élites entrelazadas: Análisis de la presencia de individuos con trayectoria política en los directorios de las grandes empresas chilenas." Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/145855.
Full textEn Chile, la cuestión de la ‘puerta giratoria’ - entendida como el flujo de personal entre altos cargos políticos y empresariales - ha sido objeto de escasa atención pública y académica, no obstante conlleva enormes externalidades para el funcionamiento de las instituciones democráticas y las condiciones de competencia en el mercado. A partir de los debates planteados por los teóricos de la sociología de las élites, el presente estudio buscó indagar en la magnitud y las principales características del tránsito de personal desde las altas posiciones políticas a los cargos directivos en grandes empresas. Se construyó una muestra aleatoria simple a partir del universo conformado por los cargos directivos de las empresas de mayor tamaño con información pública disponible hacia el año 2013. La producción de información se llevó a cabo a partir de la metodología de revisión documental, y se aplicaron procedimientos de análisis estadístico univariados y bivariados. Los resultados muestran que, en comparación a otros países, la incorporación de directores con trayectoria política (DTP) es un fenómeno muy extendido en las grandes empresas chilenas, y que la trayectoria política se asocia con características como la presencia en múltiples directorios, en múltiples actividades económicas, y en industrias altamente reguladas y competitivas (sector financiero). Asimismo, los resultados dan cuenta de que la mayor parte de los DTP ocuparon cargos políticos no electos en el marco de gobiernos de derecha. En suma, se sugiere que esta modalidad de vinculación inter-elitaria se sustenta en la valoración del capital político que los directores aportan a las empresas. Asimismo, cuestionan la visión de que el Estado y los empresarios se han constituido como agentes autónomos en las últimas décadas. Por último, muestran que la expansión de la racionalidad tecnocrática conlleva la emergencia de nuevos mecanismos selectivos para incidir en la esfera política
López, Torres Miguel R. "Características y Relaciones de "Flow", Ansiedad y Estado Emocional con el Rendimiento Deportivo en Deportistas de Elite." Doctoral thesis, Universitat Autònoma de Barcelona, 2006. http://hdl.handle.net/10803/4757.
Full textPalabras clave: Flow, rendimiento deportivo, motivación-emoción
A theoretical review and comparison of the concepts of Peak Experience, Peak Performance and Flow were done, finding that Flow is a complex ant multidimensional phenomenon that could include some of the characteristics of both, Peak Experience as well as Peak Performance. It is proposed a theoretical model on flow dimension's relationship. Due the delaying in researching Hispanic athletes flow experience and lack of antecedents, an exploratory study was conduced utilizing a design that integrates qualitative and quantitative methods. Motivation, goal orientation and perceived ability were assessing in a sample of ten elite swimmers. Also, flow state, anxiety, and emotional state related with best and worst performance experience were assessed. Furthermore, in order to deep inquire about experiencing flow dimensions during best and worst performance experience, an individual, semi-structured interview was done. Sample results show that participant's intrinsic motivation scores were higher than extrinsic motivation scores (p< .001), they had higher scores of task orientation than ego orientation (p< ,03), and high scores of perceived ability, too. During best performance experience, participants presented higher levels of almost all flow dimensions and positive tone emotions, but lower scores in anxiety, with statically meaning differences. Qualitative results of content analysis of best and worst performance experience discourses, made known that they are completely different, while discourses of best performance experience contain more references about flow dimensions and its positive effect on performance, discourses of worst performance experience contain fewer references on flow dimensions, but most of them were negative. These results confirm the hypothesis proposed. Discourse analysis of worst performance experience showed a relationship between flow and suffering that was not expected, and that suggested a hypothetical model that relates flow and suffering with performance quality reached. Limitations of the research was done, and results are considered as preliminaries, and needed to be confirmed with wider samples, also another research lines are proposed, to further research in order to research flow experience during performance in Hispanic athletes and sport participants.
Key words: Flow, sport performance, motivation-emotion
Di, Meco Lorenzo. "Teoria variazionale con alcune applicazioni in fisica atomica e nucleare." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/18374/.
Full textCalderón, Espadas José Mario. "Pensamiento y actuación de docentes de ELE en relación con la competencia intercultural en aulas plurales." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/283757.
Full textThis PhD dissertation is about the thinking and the actions of teachers of Spanish as foreign language (ELE) with regards to the development of intercultural competence. Data are analysed by means of a qualitative methodology, which uses techniques from ethnography and discourse analysis. Specifically, the researcher analyses four teachers’ verbal statements and their teaching activity to promote intercultural competence, both in their classrooms and in their curricular proposals. The results show that there are diverse views and actions, ranging from a declarative conception of culture to an ethnographic and interpretative one. The teachers’ thinking is indeed articulated along a continuum. On the one side, culture is a series of know-hows that considers the native speaker’s competence as a goal. On the other, culture is a unified component which —through interaction, reflection, and comprehension— creates an awareness and an in-between space where the learners develop their own thought and personality as intercultural speakers.
Li, Weiqi. "Producción y percepción de la entonación del español por los sinohablantes: patrones entonativos prototípicos de la declarativa neutra, la interrogativa absoluta neutra y la declarativa con foco estrecho." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/670612.
Full textEn el aprendizaje de lenguas extranjeras, la entonación lanza un desafío particular a los estudiantes (y a los docentes). El presente trabajo da cuenta de la producción y percepción de la entonación del español por parte de los sinohablantes: en particular, de los patrones entonativos prototípicos de la declarativa neutra, la interrogativa absoluta neutra y la declarativa con foco estrecho. Mediante la aplicación de la metodología experimental en los ámbitos de la producción (análisis acústico) y la percepción (experimento de discriminación), se identifican y analizan las dificultades mostradas por este colectivo de aprendices, con el fin último de contribuir a la mejora del proceso enseñanza-aprendizaje de la entonación de ELE. Para un mejor entendimiento sobre el contexto en que los sinohablantes aprenden la entonación del español como lengua extranjera, este trabajo lleva a cabo primero un estudio contrastivo del sistema entonativo entre el español y el chino, que, como es bien sabido, son lenguas tipológicamente diferentes. La entonación consiste en un fenómeno suprasegmental relevante que se puede encontrar tanto en español como en chino, y con funciones lingüísticas comparables; la diferencia principal entre las dos lenguas radica en la realización fonética de la entonación. Mientras que la entonación del español puede observarse de modo directo mediante el cambio de F0, en chino, hace falta recurrir al cambio del rango tonal para dar cuenta del movimiento entonativo. A lo largo de este estudio, la descripción fonológica y fonética de la entonación se basa en el Modelo Autosegmental-Métrico (Pierrehumbert, 1980; Ladd, 2008). Para cada uno de los patrones entonativos (declarativa neutra, interrogativa absoluta neutra y declarativa con foco estrecho), se realiza un experimento de producción y otro de percepción. Cabe subrayar que los resultados obtenidos se analizan desde varios puntos de vista: 1) por medio de establecer comparaciones de los resultados entre nativos y estudiantes, se consigue localizar y caracterizar los puntos débiles y fuertes que presentan los estudiantes, de forma que se ofrece un panorama de su aprendizaje de la entonación del español; 2) la colaboración de estudiantes con distintos niveles de ELE permite observar los posibles avances en el dominio de la entonación con el desarrollo de la competencia general de la lengua meta; 3) al mismo tiempo que se evalúan respectivamente la competencia de expresión oral y la de comprensión auditiva, se combinan los resultados de ambos aspectos para discutir si las dificultades existen simétricamente en la producción y en la percepción; 4) se contrasta los resultados respectivos de las dos dimensiones fonológica y fonética de la entonación, a fin de explorar si los detalles de la implementación fonética del contorno melódico se adquiere de modo paralelo a los patrones fonológicos categóricos. A partir de los resultados de investigación, reflexionamos sobre los factores que inciden en el aprendizaje de la entonación de ELE en contextos sinohablantes. Proponemos que la distancia lingüística entre la lengua materna y la lengua meta consiste en un factor interno que condiciona fundamentalmente el proceso de aprendizaje y adquisición, mientras que la didáctica que reciben los estudiantes, aunque representa un factor externo, deja influencias más directas.
In foreign language learning, intonation poses a particular challenge for learners (and teachers). The present work takes into account the production and perception of Spanish intonation by Chinese native speakers: in particular, of the prototypical intonation patterns of neutral declarative, neutral absolute interrogative and declarative with narrow focus. By applying the experimental methodology in the fields of production (acoustic analysis) and perception (discrimination experiment), this study aims to identify and analyze the difficulties shown by this group of learners, with the ultimate purpose of improving the teaching-learning process of ELE intonation. To get a better understanding of the context in which Chinese speakers learn Spanish intonation, this work first carries out a contrastive study of intonation system between Spanish and Chinese, which, as is well known, are typologically different languages. Intonation consists of a relevant suprasegmental feature that can be found, with comparable linguistic functions, in both Spanish and Chinese; yet the main difference between these two languages lies in the phonetic realization of intonation. While the Spanish intonation can be observed directly by the change of F0, in Chinese, it is necessary to resort to the pitch range alteration to account for the intonational movement. Throughout this study, the phonological and phonetic description of intonation is based on the Autosegmental-Metric Theory (Pierrehumbert, 1980; Ladd, 2008). For each of the intonation patterns (the neutral declarative, the neutral absolute interrogative and the declarative with narrow focus), a production experiment and a perception experiment are carried out. It is worth highlighting that the results obtained are analyzed from various points of view: 1) by establishing comparisons between native speakers’ and students’ results, it is possible to locate and characterize the weak and strong points that the students present, so as to provide an overview about their Spanish intonation learning; 2) the collaboration of Chinese learners with different proficiency levels of ELE allows to observe the possible advances in intonation acquisition with the development of general proficiency of the target language; 3) while oral expression and listening comprehension competence are evaluated respectively, results from both aspects are combined in order to discuss whether difficulties exist symmetrically in production and perception; 4) the study also compares the results regarding the phonological and phonetic dimensions of intonation, to explore whether phonetic implementation details of melodic contour are acquired in parallel with categorical phonological patterns. Based on the research results, we reflect further on the factors that may influence the learning of ELE intonation in Chinese learners’ context. We propose that linguistic distance between the native language and the target language consists of an internal factor that fundamentally determines the learning and acquisition process, while the didactic instructions that students receive, although it represents an external factor, leaves more direct influences.
Fransson, Jill. "¿Prefieren los alumnos de ELE un aula tradicional o bien un aula con las TIC? : Un estudio sobre las actitudes acerca del uso de las TIC en la clase ELE." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67727.
Full textMigura, García Begoña. "Elige tu propia aventura, ¿nudo gordiano para el tratamiento holístico de la expresión escrita? : Una experiencia de escritura narrativa creativa en Español como Lengua Extranjera, a través de trabajo cooperativo con wikis." Thesis, Stockholms universitet, Avdelningen för spanska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81395.
Full textThe purpose of this research is to uncover the potential that lies within the explorative genre of hyperfiction entitled Choose Your Own Adventure (CYOA), approached from the student’s final production, and its significance for the development of writing competency in Spanish as a Foreign Language (ELE). As our target sample population, we have chosen a multicultural and plurilingual group of 18 students from the University of Stockholm, all of whom have acquired at least a B2 level of the Common European Framework of References for Languages (CEFR) in communicative competence. This study has carried out qualitative-quantitative research that, in a correlative manner, encompasses the study of the writing process, the final written product, and the impact of the task over the affective component of every participant. The project required the control group to create a cooperative composition of a fairy tale by means of a wiki, and the experimental group to CYOA; all of which was based on the hypothetical opposition between a lineal compositional exercise and a recursive one. Results indicate that the non-sequential structure of hypertextual fiction leads to a recursive writing process. Consequentially, this has an impact on the creation of a better product, especially when related to textual properties of adaptation, coherence and cohesion. Within the affective sphere, the composition of a CYOA could constitute an activity that, due to its novelty, has a positive effect on the learner’s motivation and on his or her sense of self-efficacy generated by the successful resolution of the task.
Jiborn, Catherine. "Actitudes lingüísticas hacia las variedadesdialectales del español : Un estudio sociolingüístico con profesores de españolcomo lengua extranjera (ELE) en Suecia." Thesis, Högskolan Dalarna, Spanska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28056.
Full textThe purpose of this study is to investigate three groups of teachers from Spain, Sweden and Latin America regarding their attitudes towards the varieties of Spanish in the teaching of Spanish as a foreign language (ELE) in Sweden.The results, based on a questionnaire with a relatively limited group of informants, show that a big majority of informants believe that both the Spanish of Spain and Latin American Spanish should be taught. None of the informants had the preference for teaching Latin American Spanish, while a considerable minority was inclined towards Spanish from Spain. This positive attitude towards the peninsular variety is more recognized among teachers of Spanish origin and among the teachers who teaches at the primary school level in Sweden.Grammatical, lexical and phonological aspects have also been compared in the questionnaire but the number of informants in each group was too small for the results to be generalized.
Hammoud, Alina. "El efecto de textos periodísticos en la motivación de alumnos de ELE en un bachillerato con educación a distancia." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-189629.
Full textDue to the change in the way of studying that COVID-19 has generated, this study focuses on analyzing the use of authentic material, that is, the use of journalistic texts in the motivation of SFL students in a high school with distance education in Sweden. Thus, the objective of this research is to identify the topics that cause the greatest interest in students, show how journalistic articles influence their motivation by using them more frequently and, finally, expose the effect that journalistic texts have on the motivation of a SFL class in a high school in Sweden. The choice of this topic was given by the scarcity of studies that relate the motivational aspects and distance studies in high school students in Sweden. This study is qualitative in nature, applying the open-ended interview method to 10 participants who studied Spanish as a FL in physical classes for a month and then went on to distance classes. The results indicate that students feel the need to use effective material that keeps them interested in learning SFL according to their linguistic levels.
Renau, Araque Irene. "Gramática y diccionario : las construcciones con se en las entradas verbales del diccionario de español como lengua extranjera." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/97047.
Full textThe present Ph.D. thesis studied the uses of the Spanish particle se, its treatment by current romance dictionaries and its representation in a dictionary for learners of Spanish as a foreign language. The main objective is to propose a model for the representation of the verbs that present the use of se. For this, the following aspects will be analysed: The review of related work in grammar studies (chapter 2) as well as lexicography (chapter 3). The representation of pronominal uses in the current romance dictionaries, particularly in those for learners of Spanish as a second language (chapter 4). The systematic analysis of se in corpora from the perspective of Hanks’ (2004) theory of Norms and Exploitations and Corpus Patterns Analysis (chapter 5 and 6). The elaboration of a model of a verbal lexical entry for a dictionary of Spanish as a second language containing uses of se (chapter 7). The results of the thesis are mainly the elaboration of a database on Spanish pronominal verbs (chapter 6, Spanish CPA) and of a prototype of 20 lexical entries with the same verbs analysed with CPA (chapter 7).
Sundh, Greta. "Moda con un twist : Un estudio de los factores más importantes en el proceso de incorporar lexico inglés en la revista ELLE España." Thesis, Uppsala universitet, Institutionen för moderna språk, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226646.
Full textCecovniuc, Ioana. "¿Qué prefiere usted, pagar en metálico o con cardo?: los falsos amigos y su concienciación lingüística en las aulas plurilingües de ELE." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/401588.
Full textThe major problems relating to false friends entail difficulties for most students in terms of pronunciation, writing and interaction in a foreign language. With false friends we refer to words or structures of different languages that display morphological affinity but, at the same time, semantic divergence. Examples of (total or partial) false linguistic relations between mother tongue and target language abound. Nevertheless, a practical experience concerning this subject is quite scarce. False friends are either omitted or reduced, in general, to lists or inventories of the most notable cases. Hence, false friends are not (much) integrated in the foreign language classroom along with other teaching and learning strategies and tactics for a meaningful instruction. Consequently, this Ph.D. thesis aims at providing relevant aspects of both theoretical and practical nature in relation to the typology, the uses and the didactic value of false friends as instances of interlinguistic influence. In conjunction therewith, the contrastive perspective makes available the epistemological elements of the present analysis: the speakers are naturally prone to transfer structures and meanings and distributions of these structures and meanings of their mother tongue or of their first foreign language to another foreign language to learn. This basic statement is analyzed by means of Contrastive Linguistics which includes psycholinguistic and educational postulates of two complementary methodologies: Contrastive Analysis and Analysis of Errors. In addition, there are considered the principles that define Plurilingualism by investigating the recent studies regarding interlinguistic influences when learning a foreign language. In light of the theoretical assumptions, interferences result from the relationship between the mother tongue and the foreign language. However, to learn two or more foreign languages is a worldwide tendency nowadays, therefore delimitations in the learning processes could not be given between the mother tongue and the target language exclusively. Thus, a first foreign language can be a factor that positively or negatively influences when learning a second foreign language. In this regard, the present paper is an attempt to cover different aspects on the topic of false friends when Spanish (second foreign language to learn) comes into contact with English (first foreign language) and Romanian or Dutch (mother tongues).
Els falsos amics constitueixen una de les dificultats principals que afronten els discents que persegueixen parlar, escriure i interaccionar en una llengua estrangera. Amb un fals amic s'indica una paraula o estructura d'un idioma estranger que s'assembla, en l'escrit o en la forma oral, a una paraula o estructura en la llengua materna del parlant, però que compta amb un significat diferent. Abunden els exemples de falses relacions lingüístiques (totals o parcials) entre llengua materna i llengua meta. No obstant això, l'experiència pràctica respecte a aquest tema d'exploració és força escassa. Els falsos amics o bé s'ometen, o bé es redueixen, en general, a llistes o inventaris dels casos més notables i, per tant, no s'integren a l'aula juntament amb altres estratègies i tàctiques d'ensenyament-aprenentatge per a una instrucció significativa. Conseqüentment, es pretén amb la present tesi doctoral aportar aspectes rellevants, tant teòrics com de caràcter pràctic, pel que fa a la tipologia, els usos i la utilitat i interés didàctic a les aules d’ELE dels falsos amics com mostres d’interferències interlingüístiques. Vinculat amb això, la perspectiva contrastiva subministra els elements epistemològics d'anàlisi: els parlants són naturalment propensos a passar estructures i significats i distribucions d'aquestes estructures i significats de la seva llengua materna o la seva primera llengua d'aprenentatge a una altra llengua estrangera que estan aprenent. Aquesta suposició bàsica precisa el camp d'aplicació de la Lingüística Contrastiva que engloba postulats psicolingüístics i pedagògics de dues metodologies complementàries entre sí: Anàlisi Contrastiva i Anàlisi d'Errors. També, es valoren els princips del Plurilingüisme amb indagar en els últims desenvolupaments sobre les influències interlingüístiques quan s’aprèn una llengua estrangera. A la llum de les premisses teòriques, les interferències són efecte de la relació entre la llengua materna i la llengua estrangera que s'estudia. D'altra banda, avui en dia, aprendre dos o més idiomes estrangers és una disposició mundial, per aquest motiu la delimitació en els processos d'aprenentatge no es dóna exclusivament entre la llengua materna i la llengua meta. Així doncs, una primera llengua estrangera apresa pot resultar un factor que influeixi positivament o negativament en una segona o tercera llengua estrangera que s'està aprenent. En aquest sentit, amb aquesta recerca l'atenció es polaritza al voltant dels falsos amics quan l'espanyol (segona llengua estrangera) entra en contacte amb l'anglès (primera llengua estrangera) i el romanès o l'holandès (llengües maternes).
Ngono, Ateba Hélène Edevige. "Impacto en el aprendizaje competencial de ELE con la aplicación del método de proyectos en un contexto multilingüe: caso de la zona francófona camerunesa." Doctoral thesis, Universitat de Lleida, 2017. http://hdl.handle.net/10803/404919.
Full textLa enseñanza de lengua extranjera en un escenario multilingüe plantea dificultades relativas, al impacto de un entorno lingüístico diversificado sobre el proceso de enseñanza-aprendizaje de dicha lengua y a cuestiones metodológicas. El contexto camerunés, caracterizado por una diversidad lingüística y la práctica de estrategias metodológicas tradicionales, sufre aún más de estos problemas. Para conseguir que el proceso de enseñanza-aprendizaje conlleve hacia un aprendizaje competencial de ELE, ha sido necesario implementar en dicho contexto, el método de proyectos. Para llevar a cabo esta preocupación, además del rol del método de proyectos, otro factor no desdeñable ha sido la contribución de las primeras lenguas de los alumnos en su proceso de aprendizaje de ELE. Lo que permitió comprobar que el método de proyectos favorece la adquisición de competencias metodológicas y el desarrollo de la competencia comunicativa. Las primeras lenguas facilitan la adquisición de la LE en un entorno multilingüe compuesto o subordinado y con la práctica del método de proyectos, y que a medida que los alumnos van multiplicando la realización de proyectos sobre temas que satisfagan sus necesidades, sus competencias: lingüística, sociolingüística y sociocultural, acerca de estos temas, van desarrollando. Al practicar la lengua estudiada de manera recurrente realizando proyectos, los alumnos adquieren cada vez más la LE.
The teaching of foreign language within a multilingual context raises diverse difficulties regarding the impact of a diversified linguistic environment on the teaching-learning process of that language and the methodological questions. The Cameroonian context, characterized by linguistic diversity and the practice of traditional methodological strategies, suffers even more from these problems. In order to ensure that the teaching-learning process leads to a competency learning of Spanish as a foreign language, it has been necessary to implement the project method in this context. In order to carry out this concern, in addition to the role of the project method, another important factor has been the contribution of the first languages of the students in their learning process. This allowed verifying that the method of projects fosters the acquisition of methodological competences and the development of communicative competence. The first languages facilitate the acquisition of second language within a composite or subordinate multilingual environment and with the practice of the project method, and as they go along, students multiply the realization of projects about subjects that meet their needs, their competences: linguistic, Sociolinguistic and sociocultural, on these issues are developing. By practicing the studied language on a recurring basis by carrying out projects, students are increasingly acquiring the second language.
Rosenberg, Dennis. "Dislexia y el aprendizaje del vocabulario en la clase de español como lengua extranjera : Métodos, estrategias y propuesta de actividades para el aprendizaje de vocabulario en alumnos con dislexia en la clase de ELE." Thesis, Högskolan Dalarna, Spanska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34512.
Full textAlvarez, Suarez Yisel. "Evaluando la gramática en los materiales didácticos para la enseñanza de ELE : Una revisión sistemática de la progresión, el enfoque y la relación con los documentos rectores de los ejercicios gramaticales en Caminando 3, Alegría Paso 3 y Vistas 3." Thesis, Högskolan Dalarna, Spanska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35882.
Full textLund, Daniel. "La competencia intercultural en la enseñanza escolar de idiomas extranjeros : Una recopilación de investigaciones anteriores relacionadas con la competencia intercultural en la enseñanza de idiomas extranjeros." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-160273.
Full textVi lever i en alltmer globaliserad och sammankopplad värld. Detta ställer nya och högre krav på vår förmåga att föra oss och interagera i interkulturella sammanhang, det vill säga sammanhang där två eller flera kulturer möts på lika villkor, vilket understryks i såväl nationella (svenska) som internationella styrdokument för utbildning. Studien nedan har utifrån tidigare internationell forskning undersökt hur utbildningssystemet och framförallt undervisningen i moderna språk kan verka för att förmedla kunskap om, och färdigheter i, interkulturell kompetens genom att först göra en översyn av hur sådan kompetens definieras och därefter undersöka hur klassrumsmiljön kan få en interkulturell prägel, samt vilka didaktiska metoder och verktyg som kan användas för att förmedla den interkulturella kompetensen till eleverna. Analysen av den tidigare forskningen är genomförd med en kvalitativ ansats och hermeneutisk metod, närmare bestämt abduktion. Studiens analys visar att det, trots flera försök, ännu inte finns någon enhetlig definition av vad som är interkulturell kompetens. Det finns dock stora likheter i befintliga definitioners grundstruktur, exempelvis att de innefattar kognitiva, affektiva och beteendemässiga dimensioner. Interkulturell kompetens definieras också som en process, varvid Deardorffs (2006) processmodell särskilt lyfts fram. Analysen visar också på att ett interkulturellt klassrumsklimat uppstår då läraren väljer ett interkulturellt arbetssätt, även här visar sig Deardorffs processmodell användbar. I anslutning till detta ges ett antal konkreta exempel på hur ett interkulturellt arbetssätt kan se ut, bland annat undervisning utifrån det vardagliga samtalet. Avslutningsvis lyfter analysen, i samklang med kritik mot att interkulturell undervisning ofta behandlas som ett enskilt moment i undervisningen, fram ett så kallat holistiskt perspektiv, det vill säga att interkulturalitet ska vara en del av all undervisning.
The globalization and interconnectedness of the world is putting new and higher demands on our ability to function and interact within an intercultural context, that is, contexts where two or more cultures meet on equal terms. This is also highlighted in national (Swedish) as well as international documents governing education. This study has used previous international research, to investigate how the educational system and especially the teaching of modern languages can be a part of student’s acquisition of intercultural competence, by first reviewing how this competence is defined and thereafter investigate how to create an intercultural class space, and also what didactic methods and tools might be used to convey the intercultural competence to the students. The analysis of the previous research has been done, applying a qualitative approach and a hermeneutic method, more specifically the abduction. The analysis shows that, in spite of several tries, there is still no unanimous definition of intercultural competence. However, there are compelling similarities regarding the basic structure of the existing definitions, for example the existence of cognitive, affective and behavioral dimensions. Also, intercultural competence is defined as a process, highlighting the process model on intercultural competence by Deardorff (2006. Furthermore, the analysis shows that an intercultural class space occurs when the teacher applies an intercultural teaching method, another area where the process model by Deardorff is proven useful. In connection, some examples are given of how an intercultural teaching method might look, including the use of the colloquial conversation. Finally, the analysis, in accordance with the critique on intercultural education used as an isolated element in the education as a whole, proposes a holistic perspective, that interculturality be a part of all education that is.
Arnscheidt, Elke [Verfasser]. "Untersuchung der elastischen und magnetischen Eigenschaften von CoMn-Legierungen mit Ultraschall / von Elke Arnscheidt." 2004. http://d-nb.info/971701172/34.
Full textJacques, Myriam. "La letra con refranes entra : el Quijote para la enseñanza de ELE." Thèse, 2012. http://hdl.handle.net/1866/9160.
Full textThe main purpose of the present investigation is to establish a link between proverbs of the Quixote and Spanish second language teaching. First, to define better the use of paremias through centuries, we observe its origin in relation with its oral aspects and the written culture, linked with the Bible. Moreover, we consider necessary to define clearly the different terms used in paremiology, just as paremia, the Spanish refrán and the proverb. This terminological clarification is important in the learning process of a new language, for example to help not doing false associations between maternal and learned language. The proposed definition of the refrán is based on a matrix of features essential or optional. Moreover, to actualize these notions, we present the space occupied by proverbs nowadays. Facing the lack of investigations about the use of proverbs in Quebec, we realized a survey with Quebec students from cégeps so to know their opinion and use. About the relation between proverbs and Spanish stranger language teaching, we observe that those types of sentences are not introduced deeply in official documents, like the Marco común europeo de referencia (2002), the Plan curricular del Instituto Cervantes (2005) and the Español, lengua tercera del Ministère de l’éducation, du loisir et du sport de Quebec (MELS). This presence not very active is noted by the little importance given to them in Spanish manuals. The inclusion of literature in Spanish second language teaching, as a didactic potential, has been generally little considered. The corpus of our investigation, selected from Don Quixote novel, serves us to know the link between proverbs, literature and Spanish second language teaching, presenting the proverbs as a literature genre, thanks to the range of activities, with the objective that they may be reconsidered according to their valor, since the first levels of teaching. Key Words: Spanish Second Language Teaching, Literature, the Quixote, Proverbs (the Spanish refrán), Activities
El objetivo principal de la presente investigación es establecer un vínculo entre los refranes del Quijote y la enseñanza del español como lengua extranjera (ELE). En primer lugar, para definir mejor el uso de las paremias a través de los siglos, observamos su origen en relación con la oralidad y la cultura escrita, ligada con la Biblia. Además, consideramos necesario definir de manera clara los diferentes términos usados en la paremiología, como la paremia, el refrán y el proverbio. Esta precisión terminológica es importante en el proceso de aprendizaje de una nueva lengua, por ejemplo para no hacer falsas asociaciones entre la lengua materna y la lengua aprendida. La definición del refrán propuesta sigue una matriz de rasgos esenciales u opcionales. Además, para actualizar estas nociones, presentamos el espacio que ocupan los refranes hoy en día. Ante la falta de investigaciones sobre el uso de los refranes en Quebec, hemos realizado una encuesta entre estudiantes quebequenses de cégep, para conocer su opinión y su uso. Por lo que respecta a la relación entre los refranes y la enseñanza de ELE, observamos que este tipo de enunciados no están introducidos de una manera profunda en los documentos oficiales, como el Marco común europeo de referencia (2002), el Plan curricular del Instituto Cervantes (2005) y el Español, lengua tercera del Ministère de l’éducation, du loisir et du sport de Quebec (MELS). Esta presencia poco activa es subrayada por la escasa importancia que se les atribuye en los manuales de ELE. La inclusión de la literatura en la enseñanza de ELE, como potencial didáctico, ha sido generalmente poco considerada. El corpus de nuestra investigación, seleccionado de la novela Don Quijote de la Mancha, nos sirve para conocer el vínculo entre los refranes, la literatura y ELE, presentando los refranes como un tipo de literatura en sí, gracias al abanico de actividades, con el objetivo de que sean reconsiderados de acuerdo con su valor, desde los primeros niveles de enseñanza. Palabras clave: Enseñanza del español lengua extranjera (ELE), Literatura, El Quijote, refranes, actividades
Rodrigues, Carlos Júlio Lindade. "Estrategias para escuchar activamente en clase de ELE con recurso a canciones." Master's thesis, 2017. http://hdl.handle.net/1822/56184.
Full textLa música se ha convertido en un recurso importantísimo para la enseñanza de ELE. Sus efectos motivacionales son innegables, tanto para lecciones centradas en el desarrollo de la competencia comunicativa, como para la promoción del conocimiento intercultural. Hoy en día, parece que hay una canción para cada situación. El presente trabajo pretende realizar una aproximación a la adquisición y al desarrollo de la comprensión auditiva con recurso a canciones y a estrategias de escucha activa. Para encuadrar nuestro análisis, se compuso un marco teórico teniendo en cuenta a los autores de referencia en este ámbito, como Griffe (1992) o Rost y Wilson (2013). También se han tenido en cuenta otras aportaciones, principalmente en lo que concierne al abordaje que se hace de la canción en los manuales de ELE más utilizados en Portugal, las cuales nos han orientado sobre la tipología de actividades que podemos encontrar a la hora de usar una canción. Tras la elección y análisis pautado por objetivos muy concretos, los datos obtenidos nos han permitido verificar hasta qué punto la comprensión auditiva, con recurso a canciones, está presente en los manuales de nivel A1 e A2, verificar también la necesidad de aclarar qué es realmente un ejercicio de comprensión auditiva y presentar actividades alternativas para trabajar esta destreza lingüística.
A música tornou-se num recurso importantíssimo no ensino de espanhol como língua estrangeira. Os seus efeitos motivacionais são inegáveis, tanto na sala de aula, como no desenvolvimento de uma competência comunicativa e na promoção de uma compreensão intercultural. Aliás, hoje em dia, parece haver uma canção para cada situação. Esta dissertação de mestrado tem como objetivo apresentar uma abordagem no âmbito da aquisição da língua e do desenvolvimento da compreensão do oral, com recurso a canções, e estratégias de escuta ativa. Para enquadrar a nossa análise, preparou-se um enquadramento teórico, tendo em conta os autores de referência nesta área, como é o caso de Griffe (1992) e Rost e Wilson (2013). Este trabalho também tem em conta outros contributos, nomeadamente as que dizem respeito às abordagens apresentadas nos manuais de espanhol mais utilizados em Portugal, contributos que nos indicaram os tipos de atividades existentes com recurso a canções. Após a seleção dos manuais e de uma análise pautada por objetivos muito específicos, os dados obtidos permitiram-nos verificar até que ponto a compreensão do oral, com recurso a canções, está presente nos manuais de nível A1 e A2, perceber também a necessidade de esclarecer o que é, efetivamente, um exercício de compreensão oral e apresentar atividades alternativas para trabalhar esta habilidade linguística.
Music has become an extremely important resource for Spanish language teaching. Its motivational effects are undeniable, both in lessons focused on the development of specific linguistic competencies as for the promotion of intercultural awareness. If fact, it is as if today there is a song for every situation. This dissertation aims to present an approach towards language acquisition and the development of listening comprehension through songs using active listening strategies. To outline our analysis, a theoretical framework was designed considering the leading authors in this area, such as Griffe (1992) and Rost and Wilson (2013). Other contributions were also considered, especially regarding how some of the most popular Spanish course books in Portugal use songs for listening comprehension. After a careful analysis of these course books led by very specific objectives, the data obtained has allowed us to verify the extent to which listening comprehension, based on songs, exists in A1 and A2 courses, and allowed us to understand the need to clarify what is a listening activity and present alternative language activities to develop this instrumental language skill.
Este trabajo fue financiado por el programa de becas del Máster Universitario en Español como Lengua Segunda y Lengua Extranjera (MELSLE) – Fundación Ramón Areces (2016)
Larochelle, Manon. "La enseñanza del componente cultural en ELE a través de Internet, con especial referencia al enseignement collégial de Quebec." Thèse, 2009. http://hdl.handle.net/1866/7742.
Full textAndaloro, Dina. "La clase de español (ELE) a niños con capacidades diferentes en el condado de Unión, Carolina del Norte, Estados Unidos." Master's thesis, 2014. http://hdl.handle.net/11086/2544.
Full textFaure, F. "Approche géométrique de la limite semi-classique par les états cohérents et mécanique quantique sur le tore." Phd thesis, 1993. http://tel.archives-ouvertes.fr/tel-00383065.
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