Página 1 dos resultados de 1127 itens digitais encontrados em 0.007 segundos

Relação entre Consciência Fonológica e os Níveis de Escrita de escolares da 1ª série do Ensino Fundamental de escola pública do Município de Porto Real - RJ; Relation between phonological awareness and the writing levels concerning first grade students of the Elementary Education in a public school of Porto Real Municipal District

ETTORE, Bruna; MANGUEIRA, Ana Soraya Campos; DIAS, Bianca Deschamps Gonçalves; TEIXEIRA, Julianna Barroso; NEMR, Kátia
Fonte: CEFAC Saúde e Educação Publicador: CEFAC Saúde e Educação
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
46.11%
OBJETIVO: comparar o nível de Consciência Fonológica com os níveis de escrita dos escolares de 1ª série do Ensino Fundamental da rede pública do Município de Porto Real. MÉTODOS: foram avaliados 30 escolares de 1ª série, de ambos os sexos, idade entre sete e 11 anos, avaliados individualmente através da aplicação da prova de Consciência Fonológica (Capovilla&Capovilla) e de um autoditado de cinco gravuras. RESULTADO: o grupo silábico-alfabético/ alfabético apresentou melhor desempenho em 6 provas do teste em relação ao grupo de nível pré-silábico/ silábico. CONCLUSÃO: a partir dos resultados obtidos, concluiu-se que há relação significante entre as habilidades de Consciência Fonológica e os Níveis de Escrita dos escolares de 1ª série do Ensino Fundamental da rede pública do Município de Porto Real.; PURPOSE: to compare the level of phonological awareness with the writing levels concerning first grade students of the elementary education of a public school of Porto Real Municipal District. METHODS: thirty first grade students of both genders, between seven and eleven-year old, were assessed individually through a phonological awareness test (Capovilla and Capovilla) and through a writing test consisting of five pictures. RESULTS: the syllabic-alphabetic/alphabetic group showed a better performance in six tasks of the test than the presyllabic/syllabic group. CONCLUSION: from the achieved results the outcome is that...

Consciência sintática e coerência central no espectro autístico; Syntactic awareness and central coherence in the autistic spectrum disorders

Varanda, Cristina de Andrade
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 29/03/2011 PT
Relevância na Pesquisa
36.51%
As falhas na comunicação têm sido bastante avaliadas entre sujeitos do espectro autístico por fornecerem, por um lado, parâmetros para diagnóstico e indicações para intervenções e, por outro, por ajudarem no entendimento de como o desenvolvimento da linguagem acontece, de maneira geral. No entanto, grande parte das pesquisas tem se ocupado de investigar o uso que sujeitos no espectro autístico fazem da linguagem, ou seja, a pragmática. Os estudos que investigam a linguagem em seus aspectos formais, em especial, a sintaxe, têm revelado resultados contraditórios. Assim, este estudo teve como objetivo geral oferecer um melhor entendimento do papel que a consciência sintática desempenha nas dificuldades de linguagem de crianças e adolescentes no espectro autístico e como esse desempenho pode estar relacionado aos prejuízos cognitivos que o fundamentam. A consciência sintática, a coerência central, a inteligência não-verbal e as falhas na comunicação, interação social e presença de comportamentos estereotipados e interesses restritos foram investigados. Foram sujeitos da pesquisa 10 indivíduos diagnosticados dentro do espectro autístico, por psiquiatras, de acordo com os critérios propostos pelo DSM-IV e pela CID-10. Dentre os 10 sujeitos...

O cinema como mediador na (re)construção de crenças de professores de espanhol-língua estrangeira em formação inicial; Cinema as a mediator in the (re)construction of beliefs of preservice teachers of Spanish as a foreign language

Souza, Fábio Marques de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 13/06/2014 PT
Relevância na Pesquisa
46.13%
A cultura de aprender e ensinar uma língua estrangeira baseia-se em teorias implícitas que são compostas por fatores como crenças, motivações, memórias, intuições e imagens, dentre outros. Dessa forma, as concepções dos agentes envolvidos na operação global do ensino de línguas exercem profunda influência em todo o processo, já que cada indivíduo, permeado por seu contexto sócio-histórico-discursivo tem suas crenças que embasam as atitudes que norteiam seu comportamento em face do complexo processo de ensino-aprendizagem de línguas. Diante do exposto, esta tese tem como escopo analisar as crenças de professores de espanhol-língua estrangeira (E-LE) em formação inicial, no que diz respeito ao processo de aquisição/aprendizagem da língua estrangeira e ao tratamento unidade e diversidade linguística experimentada pelo espanhol no contexto do ensino desta língua para brasileiros; todas essas reflexões mediadas pelo cinema. Guiamo-nos pela pergunta de pesquisa: se e como se transformam, com a mediação do cinema, as crenças de professores de espanhol em formação inicial acerca do processo de aquisição/aprendizagem da língua estrangeira e do tratamento da unidade e diversidade linguística no ensino de espanhol-língua estrangeira para brasileiros? Trata-se de uma pesquisa qualitativa de cunho etnográfico que se iniciou com a compreensão panorâmica do nosso contexto e...

Implicações socioculturais do processo de ensino de português para falantes de outras línguas no contexto virtual do Teletandem

Ramos, Karin Adriane Henschel Pobbe
Fonte: Universidade Estadual Paulista Publicador: Universidade Estadual Paulista
Tipo: Artigo de Revista Científica Formato: 731-742
POR
Relevância na Pesquisa
46.27%
This study aims to discuss, by assuming the perspective of the Discourse Analysis, the social and cultural implications of the process of teaching Portuguese to foreigners in the virtual context of Teletandem. It also intends to evaluate the levels of Critical Language Awareness presented by the participants, in relation to the linguistic, discursive and social dimensions of the analysis. The data were collected in 2011 in interactions between students from Unesp/Assis and students from North-American universities. The research has been guided by the following questions: (a) how social and historical changes are reflected in language uses; (b) how these implications appear in the context of Teletandem; (c) how is it possible to evaluate the levels of Critical Language Awareness between the participants related to the social dimension of the discourse.; Este estudo tem como objetivo discutir, sob a perspectiva dos pressupostos teóricos da Análise Crítica do Discurso, as implicações socioculturais do processo de ensino de português para falantes de outras línguas no contexto virtual do Teletandem. Também busca avaliar os níveis de Conscientização Crítica da Linguagem evidenciados pelos participantes, no que tange às dimensões linguísticas...

O ensino de Português Língua Estrangeira no contexto virtual do Teletandem: aspectos linguístico-discursivos

Ramos, Karin Adriane Henschel Pobbe
Fonte: Universidade Estadual Paulista Publicador: Universidade Estadual Paulista
Tipo: Artigo de Revista Científica Formato: 539-552
POR
Relevância na Pesquisa
46.18%
The project Teletandem, linked to the Centro de Línguas e Desenvolvimento de Professores UNESP/Assis, promotes the interaction between undergraduates students in Languages and undergraduates students from foreign universities in order to promote the teaching of Portuguese for those who do not speak Portuguese and give an opportunity to Brazilian students to learn a foreign language. Therefore there is a different context that can result in new forms of statements produced in this specific area of human activity. The present paper aims to present a description of Teletandem sessions as a discursive gender according to the gender theory, showing the multiplicity of discursive genders that emerge during an interaction. We also intend to verify the levels of Critical Language Awareness among Brazilian participants according to the Critical Discourse Analysis.; O projeto Teletandem, vinculado ao Centro de Línguas e Desenvolvimento de Professores, da UNESP de Assis, promove a interação entre alunos do curso de Letras e estudantes de universidades estrangeiras, com o objetivo de divulgar o ensino do português para falantes de outras línguas e proporcionar o aprendizado de um outro idioma para os interagentes brasileiros. Têm-se, portanto...

O texto literário a a busca por significado : uma interface entre a aprendizagem de língua e a consciência literária.; The literary text and the search for meaning : an interface between language learning and literary awareness.

Forster, Josimeire Xavier
Fonte: Universidade Federal de Alagoas; BR; Linguística; Literatura Brasileira; Programa de Pós-Graduação em Letras e Linguística; UFAL Publicador: Universidade Federal de Alagoas; BR; Linguística; Literatura Brasileira; Programa de Pós-Graduação em Letras e Linguística; UFAL
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
46.18%
The study aims at reflecting upon the outcome of a Master s course research at the Programa de Pós-Graduação em Letras e Linguística, at Universidade Federal de Alagoas, when an authentic literary work was used in the foreign language teaching/learning setting instead of simplified graded Readers aiming at fostering a creative response and an active responsive attitude. By establishing a dialogue between Literature and Applied Linguistics, and having as its main theoretical grounds the principles and methods of the latter, the study shows that literary, linguistic as well as cultural aims can be reached in an interactive and engaging environment. The theoretical grounds are based on the works by Brumfit (1991), Carter & Long (1991), Bakhtin (1992), Lazar (1993), Kramsch (1993), Lajolo (1993), Certeau (1996), Freire (1996), Brandão (1999), and Zozzoli (2006) amongst others. The field research consisted of using an authentic literary work in a private language institution, in Maceió-AL, with two groups of English learners who had different linguistic level competence. The research object was the novel Dear Nobody (1991) by contemporary British novelist Berlie Doherty. Data was obtained by means of VHS and MP3 recording, diaries...

The effects of a language intervention program on the phonological and word awareness skills of language-delayed kindergarten children

Weir, Donna.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
46.4%
Over the past decade, research has suggested that phonological and word awareness skills (i.e., the ability to reflect on and manipulate the components of language) are important for early reading acquisition. This study examined the phonological and word awareness skills of language-delayed kindergarten children at the beginning and end of a language intervention program using five tasks. The results were compared to the performances of average kindergarten children who did not participate in the language intervention program. There were significant performance differences for all tasks, favouring the average children, at the beginning of the intervention program. However, at the end of the training interval, the languagedelayed children performed as well as the average children.

The Effectiveness of Explicit Individualized Phonemic Awareness Instruction By a Speech-Language Pathologist to Preschool Children With Phonological Speech Disorders

Nullman, Susan L.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
36.46%
This study investigated the effects of an explicit individualized phonemic awareness intervention administered by a speech-language pathologist to 4 prekindergarten children with phonological speech sound disorders. Research has demonstrated that children with moderate-severe expressive phonological disorders are at-risk for poor literacy development because they often concurrently exhibit weaknesses in the development of phonological awareness skills (Rvachew, Ohberg, Grawburg, & Heyding, 2003). The research design chosen for this study was a single subject multiple probe design across subjects. After stable baseline measures, the participants received explicit instruction in each of the three phases separately and sequentially. Dependent measures included same-day tests for Phase I (Phoneme Identity), Phase II (Phoneme Blending), and Phase III (Phoneme Segmentation), and generalization and maintenance tests for all three phases. All 4 participants made substantial progress in all three phases. These skills were maintained during weekly and biweekly maintenance measures. Generalization measures indicated that the participants demonstrated some increases in their mean total number of correct responses in Phase II and Phase III baseline while the participants were in Phase I intervention...

??veil aux langues dans l???enseignement primaire en Serbie.

Vujovic, Ana
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
Publicado em /06/2012 FRA
Relevância na Pesquisa
46.07%
Le plurilinguisme et l???apprentissage pr??coce de langues ??trang??res ne sont plus mis en doute en Serbie, au contraire, ils sont en g??n??ral appr??ci??s par le grand public. Bien que tout le monde en discute, il reste encore de nombreuses questions. Acceptant les approches de l?????veil aux langues et de l???enseignement des langues ??trang??res int??gr?? ?? l???enseignement d???autres disciplines scolaires, on propose quelques activit??s qu???on pourrait utiliser dans le travail avec les groupes de jeunes enfants. Le succ??s de cet apprentissage tient en grande partie aux structures scolaires et ?? la formation des enseignants qui demeure un aspect primordial de l???initiation aux langues.; Plurilinguism and early learning of foreign languages are not the subjects of the debates in Serbia any more; they have become acceptable by everyone. Although everyone is discussing them, there are still many questions remaining unanswered. Accepting the principles of the language awareness and CLIL, we are suggesting some activities which can be used in work with groups of young learners. Success of this learning depends in a great extent on the structure of educational institutions and education of teachers is still the main aspect of introducing languages.

Teachers' knowledge about language and classroom interaction in content and language integrated learning

Morton, Thomas
Fonte: Universidade Autônoma de Madrid Publicador: Universidade Autônoma de Madrid
Tipo: Tese de Doutorado
ENG
Relevância na Pesquisa
36.45%
Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Filosofía y Letras, Departamento de Filología Inglesa. Fecha de lectura: 04-12-2012; This thesis investigates the knowledge about language, or language awareness, deployed by four secondary teachers who teach their subjects through English as an additional language as part of a Bilingual Education Project run jointly by the British Council and the Spanish Ministry of Education. The study contributes to the research effort on Content and Language Integrated Learning (CLIL), where CLIL is defined as any educational initiative in which non-language subject matter is taught through the medium of an additional language. Although CLIL teachers have responsibility for their students’ language development, as well as their learning of subject matter, the nature of the language awareness held and deployed by CLIL teachers has not been the focus of much study. This has serious implications, as without such studies, it is very difficult to construct a knowledge base for CLIL teaching and teacher education. This is the gap that this study aims to fill. Using the framework of teacher cognition research, the study examines the language awareness deployed by the four CLIL teachers...

Exploring the emergent literacy needs of preschoolers with language impairments

Vervaeke, Sherri-Leigh.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
46.48%
Current research indicates the need to identify and support children at-risk for reading difficulties as early as possible. Children with language impairments are one group of children who have been shown to be at-risk for literacy problems. Their difficulties likely stem from the challenges they tend to experience with acquiring emergent literacy skills as preschoolers. Very little empirical work has been done with preschoolers with language impairments to explore the nature of their emergent literacy development or their response to interventions which target emergent literacy skills. In the present study, 55 preschoolers with language impairments were recruited from a speech and language centre in Southern Ontario. The nature of the relationship between children's early language and literacy skills was explored using measures of their written language awareness, phonological awareness and oral language abilities, in an attempt to better understand how to conceptualize their emergent literacy abilities. Furthermore, a between-subjects design was used to compare two language interventions: an experimental emergent literacy intervention and a standard intervention based on traditional models of speech and language therapy. Results indicated that preschooler's emergent literacy abilities can be understood as a broad...

The impact of a training program in phonological awareness on children's early writing

Graham, Christina.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
46.37%
This study examined the effects that a training program in phonological awareness had on the early writing skills of children in a Grade One class in the Lincoln County Separate school system. The intent of the training program was to provide consistent and systematic practice in the manipulation of the phonological structure of language. The games and activities of the training program were related to a framework of developmental phonological skills and practised in a group setting during an unstructured period of the regular classroom schedule. The training program operated three days in a six-day cycle for approximately twenty minutes a day, from November until mid-March. All children were tested at the outset and conclusion of the study to determine level of functioning in letter identification, word recognition, verbal intelligence, phonological awareness and spelling. Results of the pre-tests and post-tests were compared to determine differences between the experimental and control groups over time. In addition, a systematic analysis of the children's writing looked at the development of the spelling of regular and irregular words. The results of this study provided strong support for the hypothesis that the treatment group would progress through the stages of early writing development more quickly than children without such training. On the basis of differences between the groups over time...

CHINESE UNIVERSITY STUDENTS’ MOTIVATION, ANXIETY, GLOBAL AWARENESS, LINGUISTIC CONFIDENCE, AND ENGLISH TEST PERFORMANCE: A CORRELATIONAL AND CAUSAL INVESTIGATION

Zheng, YING
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 1693615 bytes; application/pdf
EN; EN
Relevância na Pesquisa
36.42%
This study examined motivation, anxiety, global awareness, and linguistic confidence, and their relation to language test performance within the context of Chinese university students taking the College English Test Band 4(CET-4) in China. Using a mixed methods approach, through survey and interview inquiries, this study explored whether and how the selected psychological factors contributed to students’ CET performance. Results from exploratory factor analysis revealed that Chinese university students displayed three types of instrumental motivation (i.e., mark orientation, further-education orientation, and job orientation), two types of anxiety (i.e., language anxiety and test anxiety), and two types of confidence (i.e., linguistic confidence and test confidence). The results of confirmatory factor analysis led to a modified socio-educational model of motivation with some context-specific concepts (i.e., new instrumental orientations, global awareness, and linguistic confidence) that more accurately represented the characteristics of the Chinese university students. The results of structural equation modelling confirmed that attitude toward the learning situation and integrative orientation were two strong indicators of motivation...

TEACHERS’ ACCOUNTS OF LANGUAGE VARIATIONS

Telles,João A.
Fonte: Pontifícia Universidade Católica de São Paulo - PUC-SP Publicador: Pontifícia Universidade Católica de São Paulo - PUC-SP
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/1998 EN
Relevância na Pesquisa
46.11%
This paper focuses on teachers' stigmatizing perspectives of their students' nonstandard varieties of Portuguese. Theoretically, the study was grounded on Personal Construct Psychology, Perspective Transformation in Teacher Education, Transformative Bidialectalism and Critical Language Awareness. The objectives were to jointly access and assess the teachers’ implicit theories about nonstandard language and to verify to what extent these theories affected their classroom pedagogy. My research questions turned to how the participating teachers understood nonstandard language; and to how their understandings are reflected on their language teaching. The viewing of the teachers’ videotaped classes and Repertory Grid activities inspired reflective conversations with the two teacher participants on their language and classroom experiences. These conversations were audio-recorded, transcribed and their analysis followed the thematizing approach of Hermeneutic Phenomenology. The study revealed teachers’ implicit theories about language variation defining pedagogies based on deficit and standard grammar perspectives. These pedagogies are in constant interaction with the teachers’ lived experiences, the contextual restrictions of schools and the limitations of teacher education programs.

A conscientização linguística como fundamento para uma abordagem plural no ensino de alemão-padrão em contextos de contato português-hunsrückisch

Käfer, Maria Lidiani
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
46.49%
Na década de 80, um programa intitulado Language Awareness (Conscientização Linguística) surgiu na Inglaterra a fim de contribuir com a aprendizagem da língua materna. Porém, logo em seguida, passou a ser integrado também no ensino de L2. O termo “Conscientização Linguística”, de acordo com Donmall (1985, p. 7) refere- se à sensibilidade e à consciência do individuo sobre a natureza da linguagem e seu papel na vida humana. O presente estudo visa a discutir o conceito de Conscientização Linguística (CL) como uma possível prática de ensino em aulas de alemão como língua adicional em contextos bilíngues. Através de embasamento teórico, foram desenvolvidas e adaptadas atividades pedagógicas com foco na promoção da conscientização e da pluralidade linguística, para, em seguida, testá-las em duas escolas de comunidades bilíngues português-hunsrückisch da região serrana do Rio Grande do Sul. Além da própria testagem, foram instrumentos metodológicos da pesquisa: observações em sala de aula, realizadas previamente, para uma sondagem do contexto pesquisado e entrosamento com os participantes e questionários, para a coleta de dados, a fim de traçar um perfil dos alunos e professores envolvidos na pesquisa...

Rhythmic perception and entrainment in 5-year-old children; An exploration of the relationship between temporal accuracy at four isochronous rates and its impact on phonological awareness and reading development; An investigation into how the structure of simple songs and nursery rhymes could best increase 'large grain' phonological awareness skills (rhyme and syllable awareness) in 4 to 5 year old children as part of a classroom based pre-literacy strategy

Verney, John Parker
Fonte: University of Cambridge; Faculty of Education; Centre For Neuroscience and Education Publicador: University of Cambridge; Faculty of Education; Centre For Neuroscience and Education
Tipo: Thesis; doctoral; PhD
EN
Relevância na Pesquisa
36.47%
The thesis discusses the impact of rhythmic awareness on phonological awareness skills. It compares the effectiveness of various musical stimuli - drumming to music or a metronome and singing to simply chanting to an isochronous pulse rate.; Phonological awareness is an important component of early literacy and many children struggle to master its key elements, such as the ability to hear syllables and rhymes within the speech stream. The hypothesis explored within this study is that since music and language have parallel auditory perceptual mechanisms then training in rhythmic activities, such as music, could lead to increased understanding of the rhythmic nature required to decode early language and literacy skills. Previous research investigating the relationship between the constructs of music perception and phonological awareness has been promising, but generally inconclusive. Within the study I examine whether there is a link between the temporal processing required to process rhythmic entrainment in both phonological awareness skills and music. The data are interpreted with respect to a theoretical framework linking music and language based on temporal sampling. The ?temporal sampling theory? (Goswami, 2011) suggests that the decoding of both language and music is linked to the perception of accent and beat...

El trilingüismo idealizado y el uso de lenguas no oficiales en la escuela luxemburguesa

Gómez Fernández, Roberto
Fonte: Universidad de Alcalá. Servicio de Publicaciones Publicador: Universidad de Alcalá. Servicio de Publicaciones
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
46.27%
El objetivo de la presente investigación es explorar y comprender mejor el uso de las lenguas no oficiales en el aula de la escuela pública luxemburguesa. Esta escuela, así como el país, está construida a través de un discurso de multilingüismo y multiculturalismo inherente a su historia y a su actualidad. Este artículo pretende ir más allá explorando cómo profesores plurilingües afrontan la realidad del aula cuando tienen un recién llegado que solo habla portugués. Además, se explora una modificación en el trato hacia la diversidad cuando a lo largo del curso académico se produce un cambio de profesor. A partir de los datos aquí analizados, se puede inferir, entre otros, que un sistema multilingüe no tiene por qué ser un sistema abierto a las lenguas, pudiendo ser también un sistema que interpreta el trilingüismo del país como un sistema monolingüe. Una mayor apertura a las lenguas y una menor compartimentación de las mismas por parte de los profesores serían unas de las claves a considerar para el futuro en un sistema educativo como el luxemburgués.; Idealised trilingualism and non-official language use in the Luxembourgish school. The present research aims to explore and better understand the use of non-official languages in the Luxembourgish public school. This school...

Effects of l1 processing experience on l2 morphological awareness; Effects of l1 processing experience on l2 morphological awareness

Koda, Keiko; Takahashi, Estuko; Fender, Michel
Fonte: UFSC Publicador: UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 01/01/1998 POR
Relevância na Pesquisa
36.51%
To be an efficient and effective reader of a second language, one must develop cumulative insight into the internal structure of words, as well as acquire the necessary skills for using such insight in facilitating lexical processing and enhancing reading comprehension. In recent time, the growing recognition of the significance of these capabilities has led to a rapidly expanding body of research on intraword awareness, particularly among psychologists and reading specialists. Inasmuch as the resulting data base has clearly demonstrated that intraword awareness develops primarily through print processing experience (e.g., Yopp, 1988; Bowey, & Francis, 1991; Vellutino & Scanlon, 1987; Bertelson, Morais, Alegria, & Content, 1985; Morais, Cary, Alegria, & Bertelson, 1979; Perfetti, Beck, Bell & Hughes, 1987), we can expect that the nature of such awareness differs considerably from language to language, at least to the extent that their lexical structures vary. We also know that linguistic knowledge and processing skills transfer across languages among second language learners (e.g., Kilborn & Ito, 1989; Sasaki, 1992; Koda, 1993). Accordingly, we can both anticipate and infer that L2 lexical processing will be heavily constrained by L1 intraword structural knowledge.; To be an efficient and effective reader of a second language...

Current issues in societal pragmatics; Questões correntes na pragmática social

Mey, Jacob L.; University of Southern Denmark
Fonte: Thesaurus Editora Publicador: Thesaurus Editora
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 11/11/2010 POR
Relevância na Pesquisa
46.29%
The essay argues for the need for a renewed consciousness of the human element in language use: a human ‘ecology’ of language, as one could call it. The label ‘societal’ is intended to capture the fact that the human user is central in all considerations of language policies, in efforts to save endangered languages and raise language awareness (‘conscienticização’), with regard to questions of language and gender, of language abuse, and so on. It is further argued that an emancipatory language use must incorporate an anticipatory aspect, by which present and foreseeable effects of language policies are placed within the actual life situations of the users. (Two actual cases, one from Brazil, the other from India, are discussed).; O ensaio defende a necessidade de uma renovada consciência do ser humano no uso da linguagem: uma ecologia humana da linguagem, como se poderia chamá-lo. O rótulo “social” destina-se a captar o fato de que o usuário humano é central em todos os aspectos das políticas de língua, nos esforços para salvar as línguas em perigo e aumentar a conscientização da linguagem (‘conscienticização), no que concerne às questões de linguagem e gênero, abuso de linguagem, e assim por diante. Argumenta-se ainda que o uso da linguagem emancipatória deve incorporar um aspecto antecipatório...

Multimedia Instruction & Language Learning Attitudes: A Study with University Students

Izquierdo,Jesús; Simard,Daphnée; Garza Pulido,María Guadalupe
Fonte: Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo Publicador: Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2015 EN
Relevância na Pesquisa
46.35%
This study examined the effects of two types of Multimedia Instruction (MI) and learners' second language (L2) proficiency on language learning attitudes. During four weeks, university learners of French received MI on the distinctive use of the perfective and the imperfective past in one of the four following conditions: learners with low L2 proficiency level exposed to MI with (n=17) or without language awareness tasks (n=17), and learners with intermediate L2 proficiency level exposed to MI with (n=14) or without language awareness tasks (n=28). Before and after the experiment, participants completed the Attitude/Motivation Test Battery (AMTB). Non-parametric analyses revealed a positive enhancement of classroom-related attitudes only among intermediate learners exposed to MI without Language Awareness Tasks. Nevertheless, the results showed similar as well as stable attitudes towards language learning in all the experimental conditions.