Thèses sur le sujet « Secant variety »

The aim of this thesis is to investigate the tensor decomposition of structured tensors related to SL(n)-irreducible representations. Structured tensors are multilinear objects satisfying specific symmetry relations and their decompositions are of great interest in the applications. In this thesis we look for the decompositions of tensors belonging to irreducible representations of SL(n) into sum of elementary objects associated to points of SL(n)-rational hoogeneous varieties. This family includes Veronese varieties (symmetric tensors), Grassmann varieties (skew-symmetric tensors), and flag varieties. A classic tool to study the decomposition of symmetric tensors is the apolarity theory, which dates back to Sylvester. An analogous skew-symmetric apolarity theory for skew-symmetric tensors have been developed only few years ago. In this thesis we describe a global apolarity theory called Schur apolarity theory, which is suitable for tensors belonging to any irreducible representation of SL(n). Examples, properties and applications of such apolarity are studied with details and original results both in algebra and geoemtry are provided.

The aim of this essay is to gain knowledge about attitudes towards the use of different varieties of English in the classroom from the perspective of seven English teachers in Swedish upper secondary school. The study was carried out through interviews with teachers from different upper secondary schools in Sweden. Qualitative interviews were used to gain information from the teachers. The results showed that the language varieties most of the teachers used were American English and British English, which had to do with what variety they were more exposed to. When asked about their students’ choices of language variety in the classroom, the teachers said that they used American English because of the frequent presence of the variety in films and television. The teachers worked with language varieties in the classroom by incorporating different varieties into the teaching using films, clips or listening comprehensions with speakers of, for example, Indian English or Australian English. Regarding the significance of working with language varieties in the classroom, the teachers said that it could develop knowledge and understanding of other people and that it could expand knowledge about the English-speaking world. In conclusion, the results showed that, even though American English and British English are the most commonly used English varieties in Swedish upper secondary schools, there are many ways teachers try to incorporate other language varieties to help students develop their English.

According to data from the U.S. Census Bureau (2012), the United States is the world's fifth most populous Spanish-speaking country, with over 35 million Spanish-speakers. In addition, Spanish is the most widely taught foreign language in the United States, with more students enrolled in Spanish at the higher-education level than in all other modern languages combined, as detailed in a 2010 report from the Modern Language Association (MLA). How are these two realities connected? Is the United States' status as a top Spanish-speaking country reflected in Spanish as a Foreign Language (SFL) and Spanish as a Heritage Language (SHL) curricula at the university level? This case study of a large, Southwestern university, which is home to SFL and SHL programs among the largest in the country, explores that question using a two-tiered approach. First, Critical Discourse Analysis (CDA) is employed to examine the ideological underpinnings of how spoken varieties of Spanish, with particular emphasis on U.S. Spanish, are presented in first-year and second-year university-level SFL and SHL textbooks used at the university. Second, focus groups of SFL and SHL instructors are conducted to gain insight into their beliefs and practices regarding language variety in the classroom. The study finds a systematic reinforcement of the ideology of a monolithic 'standard' Spanish in the SFL and SHL textbooks and curricula, with only cursory attention paid to regional varieties of Spanish and an oftentimes explicit de-legitimization of U.S. Spanish in particular.

Après avoir dégagé le système phonologique de la langue wu parlé à Suzhou selon les principes de la phonologie fonctionnelle basée sur la pertinence communicationnelle, nous nous sommes intéressé à la substance phonique des phonèmes occlusifs, en décrivant finement le voisement, l’aspiration ainsi que la voix soufflée liée au registre tonal. Le premier enjeu étant de prouver que les locuteurs du wu produisent effectivement une réalisation voisée en fonction de la position de la consonne et du registre tonal dans un contexte particulier. Nous avons alors enregistré la production d’une vingtaine de locuteurs natifs de Suzhou des deux sexes et de deux générations différentes. Nous avons ensuite mesuré les paramètres acoustiques tels que F0, VOT, v-ratio, H1-H2, H1-A1, H1-A2 et CPP. Ces résultats ont été statistiquement traités avec les méthodes de l’ANOVA, l’ART et le GLMER sur les réponses de type binomial.Le but ultime étant de savoir si le voisement constaté chez les locuteurs wu influait sur l’apprentissage de la perception et de la production des phonèmes occlusifs voisés du français et les avantageait par rapport aux Chinois qui ne parlent que mandarin. Pour ce faire, nous avons sélectionné une trentaine d’apprenants débutants dont la moitié était des locuteurs du wu et l’autre moitié était des locuteurs ayant le mandarin pour langue maternelle, pour procéder à une série de tests de perception et de production portant essentiellement sur les occlusives du français. Leurs résultats ont été analysés et comparés en appliquant les principes des modèles réputés dans le cadre de la Second Language Acquisition tels que Speech Learning Model et Perceptuel Assimilation Model<br>Having identified the phonological system of the Wu language spoken in Suzhou according to the principles of Functional Phonology, we are interested in the phonic substance of the stops, by describing in detail the voicing, the non-voicing, the aspiration and the breathy voice correlated with the tonal register. Our biggest challenge is to prove the fact that the Wu speakers from Suzhou indeed have a non-phonological but phonetic voicing realization due to the position of the consonant and the tonal register in a particular context. To solve this, we have recorded the production of about twenty Wu speakers from Suzhou of both genders and two generations. In addition, we have measured the acoustic parameters such as F0, VOT, v-ratio, H1-H2, H1-A1, H1-A2, and CPP. These results are statistically tested with ANOVA, ART and GLMER methods on binomial-type responses.The ultimate goal of our research is to know if this phonetic production observed in Wu speakers from Suzhou has influenced the learning of the perception and production of the voiced stops of French and gave them an advantage over the Chinese who only speak mandarin. To do this, we have selected about thirty French beginner from the same group, half of whom are the Wu speakers from the Suzhou and half of whom are native speakers of mandarin from northern China, so as to carry out a series of perception and production tests focusing on French stops. The obtained results are analyzed and compared based on the principles of reputable models of Second Language Acquisition such as the Speech Learning Model and the Perceptual Assimilation Model

This paper presents a qualitative study with semi-structured interviews investigating 1) How teachers in the course English 6 interpret the terms "relatively varied" and "well-grounded and balanced", and how their interpretations differed, 2) How do the teachers interpret the terms in relations to the National Agency for Education’s commentary material?, and 3) What kind of resources do the teachers use to understand those terms? The reason for conducting this research is to gain a greater understanding of how teachers in the course English 6 in upper secondary school interpret the terms in the requirements. The terms in our requirements leave a lot of room for interpretations, and I want to find out how teachers with experiences of teaching interpret the terms in order to better understand how they can be interpret. My finding revealed that three out of four of the interviewed teachers did not mention the terms in their description of them, they brought in other aspects from the requirements, and did not address neither of the terms clearly. This applied to all the teachers, except for T4. The teacher that did address the terms was the only one who read the National Agency’s commentary material, therefore T4’s interpretations of the term aligned closest to the description in the commentary material. From the answers the teachers provided me with, they seemed to interpret the requirements in their own way and this is a validity and reliability issue when assessing the students’ texts. The teachers answers are also discussed from a norm-referenced perspective.

Nous étudions dans cette thèse des structures généralisant la notion classique de mot. Elles sont construites à partir d’un ensemble partiellement ordonné (partially ordered set ou poset) vérifiant les propriétés suivantes : — elles ne contiennent pas 4 éléments distincts x, y, z, t dont l’ordre relatif est exactement x &lt; y, z &lt; y, z &lt; t (posets dits sans N) ; — les chaînes sont des ordres linéaires dénombrables et dispersés ; — les antichaînes sont finies ; et chaque élément est étiqueté par une lettre d’un alphabet fini. De manière équivalente, la classe des posets que nous considérons est la plus petite construite à partir du poset vide et du singleton, fermée par les produits séquentiel et parallèle finis, et le produit ω et son renversé −ω (posets série-parallèles). Elle est une généralisation à la fois des posets série-parallèles finis étiquetés, en y ajoutant l’infinitude, et des mots transfinis, en affaiblissant l’ordre total des éléments en ordre partiel. En informatique, les posets série-parallèles finis trouvent leur intérêt dans la modélisation des processus concurrents basés sur les primitives fork/join, et les mots transfinis dans l’étude de la récursivité. Les langages rationnels de ces posets étiquetés sont définis à partir d’expressions et d’automates équivalents introduits par Bedon et Rispal, qui généralisent le cas des mots transfinis (Bruyère et Carton) et celui des posets finis (Lodaya et Weil). Dans cette thèse nous les étudions du point de vue de la logique. Nous généralisons en particulier le théorème de Büchi, Elgot et Trakhtenbrot, établissant pour le cas des langages de mots finis l’égalité entre la classe des langages rationnels et celle des langages définissables en logique monadique du second ordre (MSO). La logique mise en oeuvre est une extension de MSO par de l’arithmétique de Presburger. Nous nous intéressons également à certaines variétés d’algèbres de posets. Nous montrons que l’algèbre dont l’univers est la classe des posets série-parallèles transfinis et dont les opérations sont les produits séquentiel et parallèle finis et les produits (resp. puissances) ω et − ω est libre dans la variété correspondante V (resp. V 0). Nous en déduisons la liberté de la même algèbre sans le produit parallèle ou le produit − ω. Enfin, nous montrons que la théorie équationnelle de V 0 est décidable. Ce sont notamment des généralisations de résultats similaires de Bloom et Choffrut pour la variété d’algèbres de mots de longueur inférieure à ω!, de Choffrut et Ésik pour la variété d’algèbres de posets sans N dont les antichaînes sont finies et les chaînes sont de longueur inférieure à ω! et ceux de Bloom et Ésik pour la variété d’algèbres de mots sur les ordres linéaires dénombrables et dispersés<br>We study in this thesis structures extending the classical notion of word. They are built from a partially ordered set (poset) verifying the following properties : — they do not contain 4 distinct elements x, y, z, t whose relative order is exactly x &lt; y, z &lt; y, z &lt; t (posets called N-free) ; — their chains are countable and scattered linear orderings ; — their antichains are finite ; and each element is labeled by a letter of a finite alphabet. Equivalently, the class of posets which we consider is the smallest one built from the empty poset and the singleton, and being closed under sequential and parallel products, and ω product and its backward ordering −ω (series-parallel posets). It is a generalization of both of finite series-parallel labeled posets, by adding infinity, and transfinite words, by weakening the total ordering of the elements to a partial ordering. In computer science, series-parallel posets find their interest in modeling concurrent processes based on fork/join primitives, and transfinite words in the study of recursion. The rational languages of these labeled posets are defined from expressions and equivalent automata introduced by Bedon and Rispal, which generalize thecase of transfinite words (Bruyère and Carton) and the one of finite posets (Lodaya and Weil). In this thesis we study such structures from the logic point of view. In particular, we generalize the Büchi-Elgot-Trakhtenbrot theorem, establishing in the case of finite words the correspondence between the class of rational languages and the one of languages definable in monadic second order logic (MSO). The implemented logic is an extension of MSO by Presburger arithmetic. We focus on some varieties of posets algebras too. We show that the algebra whose universe is the class of transfinite series-parallel posets and whose operations are the sequential and parallel products and the ω and −ω products (resp. powers) is free in the corresponding variety V (resp. V 0). We deduce the freeness of the same algebra without parallel or −ω product. Finally, we showthat the equational theory of V 0 is decidable. These results are, in particular, generalizations of similar results of Bloom and Choffrut on the variety of algebras of words whose length are less than ω!, of Choffrut and Ésik on the variety of algebras of N-free posets whose antichains are finite and whose chains are less than ω! and those of Bloom and Ésik on the variety of algebras of words indexed by countable and scattered linear orderings

L'objet de cette thèse est de proposer une étude numérique, fondée sur l'application de résultats de la théorie du contrôle optimal géométrique, des trajectoires spatiales du système Terre-Lune dans un contexte de poussée faible. Le mouvement du satellite est décrit par les équations du problème restreint des trois corps controlé. Nous nous concentrons sur la minimisation de la consommation énergétique et du temps de transfert. Les trajectoires optimales sont recherchées parmi les projections des courbes extrémales solutions du principe du maximum de Pontryagin et peuvent être calculées grâce à une méthode de tir. Ce procédé fait intervenir l'algorithme de Newton dont la convergence nécessite une initialisation précise. Nous surmontons cette difficulté au moyen de techniques homotopiques ou d'études géométriques du système de contrôle linéarisé. L'optimalité locale des trajectoires extrémales est ensuite vérifée en utilisant les conditions du second ordre liées au concept de point conjugué. Dans le cas du problème de minimisation de l'énergie, une technique de "recollement" de trajectoires optimales kepleriennes autour de la Terre et La Lune et d'une solution optimale de l'équation du mouvement linéarisée au voisinage du point d'équilibre L1 est également proposée pour approximer les transferts Terre-Lune à énergie minimale<br>This PhD thesis provides a numerical study of space trajectories in the Earth-Moon system when low-thrust is applied. Our computations are based on fundamental results from geometric control theory. The spacecraft's motion is modelled by the equations of the controlled restricted three-body problem. We focus on minimizing energy cost and transfer time. Optimal trajectories are found among a set of extremal curves, solutions of the Pontryagin's maximum principle, which can be computed solving a shooting equation thanks to a Newton algorithm. In this framework, initial conditions are found using homotopic methods or studying the linearized control system. We check local optimality of the trajectories using the second order optimality conditions related to the concept of conjugate points. In the case of the energy minimization problem, we also describe the principle of approximating Earth-Moon optimal transfers by concatening optimal keplerian trajectories around The Earth and the Moon and an energy-minimal solution of the linearized system in the neighbourhood of the equilibrium point L1

<p>Thanks to I have got to explore different teaching ways around the problem solving in a year 3, in a multicultural school which is located south of Stockholm, I have been able to answer my question at issue in my degree work. My question at issue on this investigation and the purpose with my degree work was to explore different teaching ways that promotes pupils with another mother tongue than Swedish, to develop reading comprehension and to get a better understanding of mathematical concepts in problem solving tasks. On this investigation have I chosen to teach these pupils to explore, reach and gain a deeper understanding of what teaching about problem solving promotes these pupils. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews. </p><p>I have in my investigation reached the conclusion that those pupils with another mother tongue than Swedish developed reading comprehension and got a better understanding of mathematical concepts in problem solving tasks by being taught in a creative and varied teaching. A creative and varied teaching as I taught those pupils in contained:</p><ul><li>the pupils had to work with living-related problem tasks</li><li>the pupils had to work in pairs to resolve problem solving</li><li>the pupils had to work in larger groups to resolve problem solving</li><li>the pupils had to work in a creative way, by writing and drawing pictures and do their own mathematical fairy tale in problem solving</li><li>the pupils had to work with manipulatives to resolve problem solving in half classes.</li></ul><br><p>Tack vare att jag fick undersöka olika undervisningssätt runt problemlösning i en årskurs 3, i en mångkulturell skola som ligger söder om Stockholm, har jag kunnat besvara min frågeställning i mitt examensarbete. Syftet med examensarbetet var att undersöka vilken undervisning som gynnar elever med annat modersmål än svenska att utveckla läsförståelsen och få en ökad förståelse för matematiska begrepp i problemlösningsuppgifter. I undersökningen har jag valt att själv undervisa eleverna för att kunna undersöka, komma fram till och få en djupare förståelse om vilken undervisning runt problemlösning som gynnar dessa elever. När det gäller mitt val av metod och materialinsamling har jag valt att utgå från en kvalitativ undersökning, där jag har använt mig av deltagande observationer och intervjuer. </p><p>Jag har i min undersökning kommit fram till att dessa elever med annat modersmål än svenska utvecklade läsförståelsen och fick en ökad förståelse för matematiska begrepp i problemlösningsuppgifter genom att undervisas i en kreativ och varierad undervisning. En kreativ och varierad undervisning som jag undervisade eleverna i bestod av:</p><ul><li>att eleverna fick arbeta med elevnära problemuppgifter</li><li>eleverna fick arbeta med att lösa problemlösning i par</li><li>eleverna fick arbeta med att lösa problemlösning i större grupper</li><li>eleverna fick arbeta kreativt, genom att skriva och rita bilder och egna räknehändelser i problemlösning</li><li>eleverna fick arbeta med laborativt medel för att kunna lösa problemuppgifter i halvklasser.</li></ul>

Les élèves nouvellement arrivés en France (ENAF) sont inscrits dans un établissement scolaire pour apprendre la langue du pays et d'autres disciplines non linguistiques. A l'intérieur de l'établissement, un dispositif spécifique a été mis en place pour que ces allophones prennent des cours de langue de français non maternel. Il s'agit de la classe d'initiation (CLIN) et les élèves y passent quelques heures de la journée. Le but de cette recherche est d'explorer et étudier l'appropriation du français par ces élèves dans deux types d'espaces en périmètre scolaire ; celui du cadre formel (la classe) et celui du cadre informel (en dehors de la classe). La recherche se situe donc au carrefour de trois disciplines directrices que sont la sociologie, la didactique des langues et le socio-interactionnisme. Le croisement de ces disciplines est essentiel pour cette recherche parce qu'il m'a permis d'obtenir des résultats de souche disciplinaire différente. J'ai mené des analyses en trois temps. La première série d'analyses concernait la dimension sociologique de la recherche, dans laquelle la concentration était orientée vers la construction et le développement d'un réseau social de communication orale des ENAF. Il en découle qu'il existe deux réseaux sociaux ; dans les espaces où les contraintes sont fortement présentes, le réseau social est subi et dans les espaces où les contraintes sont moins, voire pas du tout présentes, le réseau social est choisi. Lorsque les ENAF se trouvent dans le réseau subi ou dans le réseau choisi, l'appropriation de la langue est s'effectue différemment. La deuxième série d'analyses s'est concentrée sur l'appropriation du français dans le cadre formel à travers la communication didactique. L'étude sur les interactions didactiques montre que le répertoire linguistique des ENAF contient du français standard, des écarts linguistiques et du français non standard. De plus, le comportement interactionnel des élèves durant les échanges est réglementé. La troisième série d'analyses s'est focalisée sur l'appropriation du français dans le cadre informel à travers la communication ordinaire. Les interactions examinées dévoilent que l'appropriation qui se fait dans ce genre d'espace est plutôt interactionnelle que linguistique et que c'est le français non standard qui structure le plus souvent les énoncés des uns et des autres. Au final, cette recherche encourage à approfondir la dimension sociologique dans l'appropriation du français par les ENAF dans le périmètre scolaire et à explorer les " coulisses " de l'immersion totale et interroger ce qui se passe dans le soubassement de l'immersion totale

Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf. Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken. In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb. Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft.<br>The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.<br>L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.

碩士<br>中國文化大學<br>華語文教學研究所<br>101<br>Task-Based Approach (TBA) to teaching foreign languages has not been applied to true-beginning language students. This study explores the effects of TBA and varying de-grees of task-complexity on the effectiveness of true-beginning Chinese students’ oral lan-guage learning abilities. I aim to improve student motivation and verbal learning outcomes for beginning students though different degrees of task complexity. Direct experimentation was conducted on 20 American college-students with non-Chinese background enrolled in true-beginning Chinese courses: 10 students belonged to the control group, taught by a sepa-rate teacher using simple tasks as pedagogy, while the other 10 underwent the experimental teaching method, which lasted 15 weeks and a total of 45 hours. Evaluations were con-ducted during the seventh and last week of classes to measure progress. The overall conclu-sion is that highly complex tasks do indeed improve oral languages skills of true-beginning Chinese students. Three other important insights can be obtained from the relationship be-tween oral language skills and complex student tasks: 1) complex tasks demonstrably elevate students’ language accuracy rate, abilities to interact and overall oral expression performance; 2) students’ learning performance can be further improved by dividing highly complex teaching tasks into separate group assignments or Group Work; 3) since highly complex tasks improved students’ language abilities, they are, consequently, more motivated and eager to continue learning Chinese. Moreover, the results confirm that TBA and highly complex tasks can be effectively applied to true-beginning Chinese classes.

碩士<br>國立中央大學<br>企業管理學系<br>106<br>Charitable motivations influence the behavior of donators. This paper proposes two brand new charitable motivations, namely the service motivation and the atonement motivation, and validates the properties of both motivations in second decision mechanism. The study designs two experiments to explore the influence of the strength of Karma belief (strong/weak) and charitable motivations (service motivation/atonement motivation) on donation types (time/money) and forms of donation payment (lump-sum payment/installments) and to analyze the differences and properties of both motivations. Another five experiments are designed under second decision mechanism to further discuss the differences between the service motivation and the atonement motivation in terms of dead time, text color, goal proximity, emotion and psychological warmth. Major findings are followings: 1. The service motivation and the atonement motivation influence the donation type and the form of donation payment differently. 2. The service motivation is more sensitive to environmental factors than the atonement motivations. 3. The service motivation is more emotional, while the atonement motivation is more reasonable. 4. The goal proximity influences the donation willingness when it is relatively high or low.

Dissertação de Mestrado em Português como Língua Estrangeira e Língua Segunda (PLELS) apresentada à Faculdade de Letras<br>O presente trabalho visa disponibilizar materiais autênticos de produções escritas de falantes timorenses do português língua segunda (PLS) na plataforma on-line TEITOK (Janssen, 2014), sendo um contributo para o projeto Corpus de Produções Escritas de Aprendentes do Português Língua Segunda (PEAPL2). Trata-se de uma base empírica para estudos sobre o processo de aquisição e aprendizagem do português língua segunda no contexto timorense e sobre uma variedade não nativa do português em formação em contexto emergente – o português falado em Timor-Leste. Usando os textos escritos recolhidos pela Dra. Madalena Ximenes em Díli, em 2015, procedeu-se, à sua transcrição, codificação e disponibilização na plataforma TEITOK, seguindo os protocolos estabelecidos para o projeto do Corpus PEAPL2. Tomando as convenções elaboradas por Leiria (2006) como referências de transcrição, aplicámos-lhes novos códigos em formato html para a visualização na plataforma TEITOK.Desta forma, foi obtido um corpus de 90 produções escritas de 90 estudantes que frequentavam 3 níveis de escolaridade no sistema de ensino de Timor-Leste: 30 textos escritos por informantes do 9.º ano do ensino básico, 30 textos escritos por informantes do 12.º do ensino secundário e 30 textos escritos por informantes do ensino superior. Todos os textos foram produzidos a partir de 5 estímulos de escrita. Para cada informante, foi traçado um perfil sociolinguístico, incluindo informações relevantes para a avaliação do seu desempenho em português, através do preenchimento de um questionário.Palavras-chave: português língua segunda (PLS); português de Timor-Leste (PTL); variedade não nativa (VNN); corpus de aprendentes; produção escrita.<br>The present work aims to provide authentic texts written by timorese speakers of Portuguese as a second language (PLS) on the online platform TEITOK (Jassen, 2014), thus contribuiting to the project Corpus of Written Texts by Learners of Portuguese as L2 (PEAPL2). This project establishes an empirical basis for studies on acquisition and learning of Portuguese as a second language in the timorense context and for studies regarding this non-native variety of Portuguese emerging in the context of East-Timor. Based on the written texts which were collected by Dr. Madelena Ximenes in Díli, in 2015, we proceeded to transcript and codify them to make them avaliable on the platform TEITOK, following the protocols of the Corpus PEAPL2 project. Transcription conventions originally established by Leiria (2006) were converted into, new codes in html format for adequate visualization on TEITOK. Thus, a corpus of 90 texts written by 90 informants from 3 different grade levels of the e Eastern-Timorese education system was obtained: 30 texts were written by students on the 9th grade of basic education, 30 texts by students in the 12th grade of secondary education and 30 texts written by undergraduate students (higher education). All of the texts were elicited through 5 writing topics presented to participants. All informants also filled out a questionnaire regarding their sociolinguistic profile which included informations relevant to their language performance. Keywords: Portuguese as a Second Language (PLS); Eastern-Timorese Portuguese; non-native variety (NNV); learners corpus; written production.

Trabalho de Projeto do Mestrado em Português como Língua Estrangeira e Língua Segunda (PLELS) apresentado à Faculdade de Letras<br>O presente trabalho consiste em disponibilizar produções escritas de falantes timorenses de português língua segunda (PLS) na plataforma online TEITOK (Janssen, 2014), contribuindo para o enriquecimento do Corpus de Produções Escritas de Aprendentes do Português L2 (PEAPL2) - Timor. Este acervo, formado por dados autênticos, pode constituir uma base empírica para estudos de natureza diversa, nomeadamente sobre a aquisição e aprendizagem do português língua segunda no contexto timorense e sobre a variedade não nativa do português (VNNP) em formação – o português de Timor-Leste (PTL). O trabalho de recolha e de tratamento de dados realizado no âmbito do presente projeto resultou num corpus de 90 textos escritos produzidos por 90 estudantes que frequentavam 3 níveis de escolaridade diferentes no sistema de ensino timorense: 30 textos redigidos por informantes do 9º ano do ensino básico, 30 textos elaborados por informantes do 12º ano do ensino secundário e 30 textos escritos por informantes do ensino superior. Todos os textos recolhidos foram produzidos a partir de um de 5 estímulos facultados aos informantes. A partir do preenchimento de um questionário, foi ainda possível recolher informações relativas não só ao perfil sociolinguístico de cada um dos informantes, como também à autoavaliação do seu nível de desempenho em Língua Portuguesa. Os textos por nós recolhidos, em finais de 2017, em Díli, foram transcritos, codificados e disponibilizados na plataforma TEITOK, de acordo com os protocolos estabelecidos para o projeto Corpus PEAPL2-Timor (Shanna, 2017). Seguimos as convenções de Leiria (2006) como modelo de transcrição, tendo-as convertido em formato html, para a visualização na plataforma TEITOK.<br>This project makes available texts written by Timorese who speak Portuguese as a second language (PSL), on the online platform TEITOK (Janssen, 2014), thus contributing to the enrichment of the Corpus of Written Texts by Learners of Portuguese as a Second Language (PEAPL2) – Timor. This corpus, comprising authentic data, can constitute an empirical basis for various types of studies, namely on the acquisition and learning of Portuguese as a second language within the Timorese context and on the emerging non-native variety of Portuguese (NNVP) –Eastern Timorese Portuguese (TLP).The work undertaken for the collection and treatment of data within the scope of this project resulted in a Corpus of 90 written texts produced by 90 students that attend three different learning levels within the Timorese educational system: 30 texts written by 9th grade primary education informants, 30 texts written by 12th grade secondary education informants and 30 texts written by higher education informants. All the collected texts were elicited through one of 5 stimuli provided to the informants. Information regarding the sociolinguistic profile of each informant and a self-assessment of level of proficiency in Portuguese were also collected.The texts collected in Díli, at the end of 2017, were transcribed, coded and made available in the TEITOK platform, in accordance with the protocols established for the PEAPL2-Timor Corpus Project (Shanna, 2017). Transcription conventions established by Leiria (2006) were followed, and converted into the HTML format compatible with the TEITOK platform.

Dissertação de Mestrado em Português Língua Não Materna apresentada à Universidade Aberta<br>A língua portuguesa partilha a sua posição com as demais línguas faladas em Angola. Embora ocupe uma posição dominante nas mais diversas situações linguísticas, principalmente no trabalho, na política, na administração e na imprensa, ela sofre também a influência das diversas línguas utilizadas pelos falantes angolanos, que na sua maioria são bilingues, propiciando-se, desta forma, as condições para a criação de uma variedade do português, designado português de Angola. No presente trabalho pretendemos propor uma ferramenta que auxilie os estudantes do Ensino Secundário no estudo do léxico do português de Angola. Assim como os manuais didáticos, o dicionário é também uma ferramenta importante para o processo de ensino e aprendizagem, sobretudo o dicionário eletrónico que permite a qualquer momento a sua atualização e desta forma responder pontualmente as necessidades dos seus utilizadores, não só pela sua constante atualização, mas também pelo volume de informação que oferece e também pela facilidade de acesso em termos financeiros. Assim, o objetivo do presente trabalho é apresentar uma proposta de um dicionário eletrónico do português de Angola que ajudará os estudantes do Ensino Secundário a fazer a análise vocabular de textos literários angolanos. Neste sentido, começámos por constatar efetivamente a existência e o desenvolvimento do português de Angola, a relação entre a língua portuguesa e a literatura angolana. Em seguida, analisámos a situação sociolinguística, a competência lexical dos estudantes e posteriormente apresentámos a proposta de um dicionário virtual que satisfaça as necessidades dos seus utilizadores.<br>Portuguese language shares its position with the other native languages spoken in Angola. Having a leading position in several linguistic situations, like work, politics, administration and press, Portuguese is also influenced by languages spoken by native Angolans, most of them bilingual, and provides conditions for a new variety, referred to the Angolan Portuguese. In the present study we intend to propose a new tool to help Secondary Education students in developing their lexical knowledge on this variety, which is the Portuguese spoken in Angola. As well as textbooks, also a dictionary is an important tool for teaching and learning, especially the electronic dictionary it allows updating at any time and quickly responds to the needs of its users, not only because of it´s constant updating, but also because of the volume of information it offers and the ease of access in financial terms. The aim of this study is to present a proposal for an electronic dictionary of Angolan Portuguese that will help students of Secondary Education to understand and make their lexical analysis on Angolan literary texts. Thus, we began by effectively establishing the existence and development of the Angolan Portuguese, the relationship between the Portuguese and the Angolan literature. Subsequently, we analyzed the sociolinguistic situation and the lexical competence of students that led us to present the proposal for a virtual dictionary that meets the needs of users.

Summaries in Afrikaans and English<br>In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.<br>In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5.<br>Afrikaans and Theory of Literature<br>M.A. (Afrikaans)

Temat gabinetów osobliwości jak dotąd cieszył się zainteresowaniem przede wszystkim badaczy kultury i literatury renesansu, zwłaszcza historyków sztuki zajmujących się dziejami kolekcjonerstwa europejskiego. Jest to zrozumiałe o tyle, że epoka kultury ciekawości była czasem, w którym powstawały pierwsze wunderkamery erudytów. W pracy przyjmuję założenie, że w XIX wieku, a zwłaszcza w jego drugiej połowie, zaistniały warunki do ponownego rozwoju tej formy ekspozycji, która ze sfery arystokratycznych kolekcji przeniosła się przede wszystkim do kultury popularnej i literatury. Celem mojej rozprawy jest opisanie i poddanie interpretacji różnych form obecności gabinetów osobliwości w literaturze drugiej połowy XIX wieku w kontekście kulturowym. Gabinet osobliwości rozumiem jako kolekcję przedstawiającą pomniejszony obraz świata, której konstrukcja zasadza się na przekonaniu, że uniwersum najlepiej reprezentuje to, co unikatowe, rzadkie, osobliwe. Stawiam tezę, że zainteresowanie osobliwościami było konsekwencją wartości wyznawanych przez XIX-wieczną formację kulturową oraz umożliwiało badanie i opisywanie zagadnień pozornie znajdujących się poza obszarem refleksji pozytywizmu, naturalizmu czy scjentyzmu. Przyjmuję, że „osobliwość” jest pojęciem funkcjonalnym w takim znaczeniu, że więcej niż o przedmiocie, mówi o oglądającym, dlatego z jednej strony badam, w jaki sposób XIX-wieczni autorzy przedstawiali swoją epokę za pomocą figury gabinetu osobliwości, z drugiej – rekonstruuję opowieści, które wyłaniają się z aktu patrzenia na to, co osobliwe. Niniejsza praca wpisuje się w kulturową historię literatury zarówno poprzez zakres tematyczny, jak i zróżnicowane instrumentarium badawcze, na które składają się narzędzia stosowane przez literaturoznawstwo, kulturoznawstwo i historię sztuki. Wśród analizowanych utworów znalazły się zarówno powieści, jak i opowiadania, opisy podróży, traktaty filozoficzne, naukowe i popularnonaukowe ukazane na tle przewodników turystycznych oraz artykułów prasowych. Kontekstem dla polskich tekstów są odpowiednio wybrane utwory literatury obcej. Konstrukcja pracy oddaje różne etapy obiegu osobliwości w kulturze i literaturze. W pierwszym rozdziale poddaję interpretacji teksty podróżnicze powiązane z realnie istniejącymi kolekcjami osobliwości. Ich autorami są zarówno pisarze (Józef Ignacy Kraszewski, Sygurd Wiśniowski), jak i uczeni (Karol Darwin, Konstanty Jelski, Benedykt Dybowski) oraz kolekcjonerzy (Michał Tyszkiewicz). Sprawdzam, w jaki sposób badali i opisywali napotkane osobliwości, a zebrane przez nich eksponaty zestawiam z atrakcjami turystycznymi (w rozumieniu Deana MacCannella) i pamiątkami (w rozumieniu Anny Wieczorkiewicz). W rozdziale drugim i trzecim koncentruję się na przedstawionych w literaturze miejscach (w rozumieniu Elżbiety Rybickiej), w których badano, eksponowano i sprzedawano osobliwości, czyli odpowiednio: gabinetach naukowych (m.in. Sartor Resartus, Niewidzialny, Mistrz Twardowski, Xiądz Faust, ale też realne laboratoria Tesli, Szczepanika i Ochorowicza), prywatnych (m.in. Kuzyn Pons, Pan Major, The Spoils of Poynton) oraz magazynach osobliwości (m.in. Magazyn osobliwości, Lalka, Jaszczur, Złota czara). Interpretacje podporządkowane są trzem podstawowym perspektywom: praktyki, poetyki i polityki (wg Susan Pearce) zbierania, pokazywania i oglądania osobliwości. Zaprezentowane w tekstach eksponaty czytam, wzorem kolekcjonerów, metonimicznie (wg Elaine Freedgood). O ile w pierwszych trzech rozdziałach koncentruję się przede wszystkim na osobliwych rzeczach, o tyle ostatni rozdział poświęciłam osobliwościom ludzkim, wystawianym w gabinetach, które należały do wielkomiejskiej kultury atrakcji (od panoptikum po seanse spirytystyczne). Sprawdzam, jakie sensy nadawano ludzkim ciałom w różnych dyskursach, w które wpisywane były osobliwości (wg Anny Wieczorkiewicz). Interpretowane teksty potwierdzają szeroką obecność gabinetów osobliwości w XIXwiecznej literaturze i kulturze oraz żywe zainteresowanie tym, co niezwykłe, niepoznane, niewidzialne. Osobliwość, która podlega oglądowi, badaniu, eksperymentom, umożliwia wprowadzenie „niezwykłości” charakterystycznych dla fantastyki w przestrzeń realizmu, znosząc tym samym ostrą granicę między idealizmem a materializmem, religią a nauką, faktem a cudem; staje się katalizatorem nowoczesności. Przedstawione kolekcje generują własne opowieści o wieku XIX, wpisujące się w poetykę osobliwości, która operuje specyficznymi: środkami wyrazu, konstrukcją narracji i formą tekstu. Wśród opowieści odczytanych z literackich gabinetów osobliwości na plan pierwszy wysuwają się te o powszechnym powinowactwie, o melancholii i utopii oraz o nowoczesnej normie. To jednocześnie opowieści silnie uwikłane w dyskurs klasowy, narodowy i konsumpcyjny. Poprzez eksponowanie osobliwości silnie akcentują, co jest uznawane za normalne, jednak normalność nie stanowi tu atrakcyjnego wzorca. Kontakt z osobliwym umożliwia emancypację ze sztywnych ram społeczeństwa mieszczańskiego i uczestnictwo w kulturze tworzonej przez geniuszy i ekscentryków: podróżników, artystów, uczonych i kolekcjonerów. W swojej pracy chciałam pokazać, że zwrot ku osobliwościom następuje w czasach intensywnego rozwoju nauki, techniki, nowych odkryć, które podkopują dotychczasowe paradygmaty i denaturalizują dotychczasowy obraz świata. Osobliwości pomagają ten obraz na powrót pozszywać w całość, tworząc pomost między przeszłością, nowoczesnością i przyszłością.<br>So far, cabinets of curiosities have been studied mainly by researchers of Renaissance culture and literature, especially art historians dealing with the history of European collecting. This is understandable, because the age of curiosity was the time when the first erudite wunderkammers were created. In my dissertation, I assume that in the nineteenth century, and especially in its second half, the conditions arose for the re-development of this exhibition form, which in turn entailed its transference from an organising principle of aristocratic collections to the contexts of popular culture and literature. The aim of my dissertation is to describe and interpret the various manifestations of cabinets of curiosities in the literature and cultural context of the second half of the 19th century. I understand cabinets of curiosities as collections presenting a microcosm, the design of which is based on the belief that the universe is best represented by those things that are unique, rare, and peculiar. I argue that the interest in curiosities was a consequence of the values which permeated the cultural formations of the nineteenth-century and functioned so as to enable exploration and description of issues which seemingly neither positivism, naturalism nor scientism were capable of reflecting. I assume that "curiosities" is a functional concept, in the sense that it describes the viewer rather than the object. From this point of view I study both how nineteenth-century authors portrayed their epoch using this figure, and the kinds of stories we can reconstruct from examining curiosities. This work is part of the cultural history of literature both in the sense of its thematic scope and the diverse research instruments it deploys. Among the latter are tools used by literary studies, cultural studies, and the history of art. Works that inform the analysis include novels as well as short stories, travel descriptions, philosophical treatises, scientific and popular science texts, tourist guides and newspaper articles. Foreign literature provides the context for the Polish texts studied. 1 The structure of the work reflects various aspects of the circulation of curiosities in culture and literature. In the first chapter, I interpret travel texts related to real-life collections of curiosities. Their authors included writers (Józef Ignacy Kraszewski, Sygurd Wiśniowski), explorers (Karol Darwin, Konstanty Jelski, Benedykt Dybowski), and collectors (Michał Tyszkiewicz). I inquire into how they researched and described the curiosities they encountered, and how the exhibits they collected were related to tourist attractions (Dean MacCannell) and souvenirs (Anna Wieczorkiewicz). In the second and third chapters, I focus on the places presented in the literature (Elżbieta Rybicka) in which the curiosities were studied, exhibited and sold: scientific cabinets (including Sartor Resartus, Niewidzialny, Mistrz Twardowski, and Xiądz Faust, but also real Tesla, Szczepanik and Ochorowicz laboratories), private collections (including Cousin Pons, Pan Major, and The Spoils of Poynton) and magazines of curiosities (including The Old Curiosity Shop, Lalka, The Skin of Sorrow, and The Golden Bowl). I examine the texts from three basic perspectives: the practice, poetics and politics (Susan Pearce) of collecting, and the showing and watching of curiosities. In common with the collectors, I read the exhibits presented in the texts metonymically (Elaine Freedgood). While in the first three chapters I focus primarily on things, the last chapter is about human curiosities, exhibited in the cabinets that belonged to the metropolitan culture of attractions (from the panopticus to the spiritualistic séances). I examine the significances that have been attributed to human bodies in the various discourses in which curiosities were embedded (Anna Wieczorkiewicz). The interpreted texts confirm the widespread presence of curiosity cabinets in 19thcentury literature and culture, and a vivid interest in what is unusual, unknown, or invisible. The curiosities examined enabled and facilitated the introduction of that "uniqueness", characteristic of speculative fiction, to the realm of realism, thereby abolishing the sharp boundary between idealism and materialism, religion and science, fact and miracle; they became a catalyst for modernity. The presented collections tell their own stories about the nineteenth century, using the poetics of curiosities, which operates with specific means of expression, narrative construction, and textual forms. Among the stories from the literary cabinets of curiosities, there are those inspiring universal affinity, evoking melancholy and utopia, and embodying modern norms. At the same time, these stories are enmeshed in class, national and consumer discourses. Although by displaying curiosities, that which is to be considered normal is strongly signalled, normality nevertheless does not here assume an attractive guise. Contact with curiosities allows 2 emancipation from the rigid framework of bourgeois society and participation in culture created by geniuses and eccentrics: travellers, artists, explorers and collectors. In my dissertation, I show that the turn to curiosities takes place in a time marked by the rapid development of science and technology, and new discoveries that shake the existing paradigms and denature the current image of the world. Curiosities help this image to be sewn back together, creating a bridge between the past, modernity and the future.