904 resultados para 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)


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L’objectif principal de cette recherche était d’examiner l’interaction entre élèves d’ALS et de FLS de sixième année du primaire du Québec et de l’Ontario communicant par clavardage et utilisant l’approche en Tandem. Plus spécifiquement, elle visait à vérifier si ces apprenants offraient de la rétroaction corrective et, le cas échéant, si cette dernière suscitait de la réparation. L’opinion des participants par rapport à leur expérience de communication en Tandem a été examinée. Les sessions de clavardage ont eu lieu sur une période de quatre mois produisant 16 séances de clavardage (8 en anglais et 8 en français). Les résultats montrent que des apprenants de langue seconde ont offert de la rétroaction corrective à 370 occasions. L’examen des données révèle que les sujets ont utilisé les trois types de rétroaction: la rétroaction explicite, la reformulation et la négociation de la forme. Contrairement à ce qui a pu être observé dans d’autres études antérieures impliquant de jeunes apprenants, une des découvertes majeures de cette recherche fut l’utilisation, par les participants, de la rétroaction explicite plutôt que la reformulation. Par contraste avec la recherche de Morris (2005) qui impliquait également de jeunes apprenants de niveau primaire utilisant le clavardage, le taux de réparation a été plutôt bas. La grande majorité des élèves d’ALS ont aimé utiliser l’ordinateur comme moyen d’apprentissage de leur L2 et de leur L1 contrairement aux élèves de FLS. Les implications pédagogiques des résultats de cette recherche ainsi que des suggestions pour de futures recherches sont également discutées.

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Many species of fungi produce bioactive compounds called mycotoxins. These compounds are produced by filamentous fungi and can contaminate food, feeds and specific indoor environments resulting in high economic losses. Severe health problems and death have been related with mycotoxins exposure through the consumption of several food commodities. There are many factors involved in mycotoxin production by fungi but climate is the most important. Thus, when changes in the weather occur, mycotoxins production will be affected. We looked for articles that were available in scientific databases, written in English and that mention in the title and/or abstract the combined terms fungi and climate change and also mycotoxins and climate change.

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This dissertation investigates the acquisition of oblique relative clauses in L2 Spanish by English and Moroccan Arabic speakers in order to understand the role of previous linguistic knowledge and its interaction with Universal Grammar on the one hand, and the relationship between grammatical knowledge and its use in real-time, on the other hand. Three types of tasks were employed: an oral production task, an on-line self-paced grammaticality judgment task, and an on-line self-paced reading comprehension task. Results indicated that the acquisition of oblique relative clauses in Spanish is a problematic area for second language learners of intermediate proficiency in the language, regardless of their native language. In particular, this study has showed that, even when the learners’ native language shares the main properties of the L2, i.e., fronting of the obligatory preposition (Pied-Piping), there is still room for divergence, especially in production and timed grammatical intuitions. On the other hand, reaction time data have shown that L2 learners can and do converge at the level of sentence processing, showing exactly the same real-time effects for oblique relative clauses that native speakers had. Processing results demonstrated that native and non-native speakers alike are able to apply universal processing principles such as the Minimal Chain Principle (De Vincenzi, 1991) even when the L2 learners still have incomplete grammatical representations, a result that contradicts some of the predictions of the Shallow Structure Hypothesis (Clahsen & Felser, 2006). Results further suggest that the L2 processing and comprehension domains may be able to access some type of information that it is not yet available to other grammatical modules, probably because transfer of certain L1 properties occurs asymmetrically across linguistic domains. In addition, this study also explored the Null-Prep phenomenon in L2 Spanish, and proposed that Null-Prep is an interlanguage stage, fully available and accounted within UG, which intermediate L2 as well as first language learners go through in the development of pied-piping oblique relative clauses. It is hypothesized that this intermediate stage is the result of optionality of the obligatory preposition in the derivation, when it is not crucial for the meaning of the sentence, and when the DP is going to be in an A-bar position, so it can get default case. This optionality can be predicted by the Bottleneck Hypothesis (Slabakova, 2009c) if we consider that these prepositions are some sort of functional morphology. This study contributes to the field of SLA and L2 processing in various ways. First, it demonstrates that the grammatical representations may be dissociated from grammatical processing in the sense that L2 learners, unlike native speakers, can present unexpected asymmetries such as a convergent processing but divergent grammatical intuitions or production. This conclusion is only possible under the assumption of a modular language system. Finally, it contributes to the general debate of generative SLA since in argues for a fully UG-constrained interlanguage grammar.

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This study aims to investigate patterns of language use and language attitudes amongst students in Malawian universities. This will highlight whether language issues affect Malawians’ ability to engage with tertiary education. It has been claimed that ineffective language policies in developing countries restrict people’s ability to access systems such as education. As a result, this has a negative impact on their own, and their country's, development. Specifically, Malawi frequently has the lowest rates of university enrolment worldwide and is consistently ranked amongst the world’s poorest countries. Recent language policy changes within Malawi have brought the issue of language use within education to the fore, with increased debate over whether English or indigenous languages are suitable for use in education. Through targeting university students across Malawi’s universities using semistructured interviews, data was collected to illustrate aspects of the sociolinguistic situation within Malawian universities. The results reveal that both English and indigenous languages are used within the university environment, while also suggesting that issues do arise from language use within university. While students recognise both positive and negative aspects of using each language, they are generally more favourable towards the use of English as a medium of instruction within university

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The purpose of this study is to explore attitudes and practices regarding their heritage language and the dominant English language among Korean American immigrant families. Using the framework of Language Ideology (Silverstein, 1979), I had three research questions: a) why do parents send their children to a Korean language school, b) what attitudes do immigrant parents and their children show toward Korean and English, and c) how are the parents and children involved in the practices of these two languages? I conducted a survey of parents whose children attended a Korean language school in Urbana-Champaign, Illinois, where the number of Korean sojourners (temporary residents) exceeds that of Korean immigrants. Forty participant parents provided demographic information. They described their children's language-use patterns depending on interlocutors as well as their language proficiency in both Korean and English. The reasons for sending their children to the Korean language school were significantly different depending on the respondents' residential status. In comparison to the sojourners, immigrants tended to give more priority to their children's oral language development and Korean identity construction. I also conducted case studies of three Korean immigrant families with 3- to 5-year-old children, using interviews, observations, and photographs of children's work. The collected data were analyzed according to themes such as daily life, parental beliefs about two languages, practices in two languages, children's attitudes toward two languages, and challenges and needs. Despite individual families' different immigration histories, the three families faced some common challenges. Because of their busy daily routines and different lifestyles, the immigrant families had limited interactions with other Koreans. The parents wanted their children to benefit from two communities and build a combined ethnic identity as Korean Americans. I argue that a Korean language school should expand its role as a comfort zone for all Koreans and Korean Americans. This study explores the heterogeneity among Korean sojourner and immigrant families and their language use and identity construction.

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Background: Body composition is affected by diseases, and affects responses to medical treatments, dosage of medicines, etc., while an abnormal body composition contributes to the causation of many chronic diseases. While we have reliable biochemical tests for certain nutritional parameters of body composition, such as iron or iodine status, and we have harnessed nuclear physics to estimate the body’s content of trace elements, the very basic quantification of body fat content and muscle mass remains highly problematic. Both body fat and muscle mass are vitally important, as they have opposing influences on chronic disease, but they have seldom been estimated as part of population health surveillance. Instead, most national surveys have merely reported BMI and waist, or sometimes the waist/hip ratio; these indices are convenient but do not have any specific biological meaning. Anthropometry offers a practical and inexpensive method for muscle and fat estimation in clinical and epidemiological settings; however, its use is imperfect due to many limitations, such as a shortage of reference data, misuse of terminology, unclear assumptions, and the absence of properly validated anthropometric equations. To date, anthropometric methods are not sensitive enough to detect muscle and fat loss. Aims: The aim of this thesis is to estimate Adipose/fat and muscle mass in health disease and during weight loss through; 1. evaluating and critiquing the literature, to identify the best-published prediction equations for adipose/fat and muscle mass estimation; 2. to derive and validate adipose tissue and muscle mass prediction equations; and 3.to evaluate the prediction equations along with anthropometric indices and the best equations retrieved from the literature in health, metabolic illness and during weight loss. Methods: a Systematic review using Cochrane Review method was used for reviewing muscle mass estimation papers that used MRI as the reference method. Fat mass estimation papers were critically reviewed. Mixed ethnic, age and body mass data that underwent whole body magnetic resonance imaging to quantify adipose tissue and muscle mass (dependent variable) and anthropometry (independent variable) were used in the derivation/validation analysis. Multiple regression and Bland-Altman plot were applied to evaluate the prediction equations. To determine how well the equations identify metabolic illness, English and Scottish health surveys were studied. Statistical analysis using multiple regression and binary logistic regression were applied to assess model fit and associations. Also, populations were divided into quintiles and relative risk was analysed. Finally, the prediction equations were evaluated by applying them to a pilot study of 10 subjects who underwent whole-body MRI, anthropometric measurements and muscle strength before and after weight loss to determine how well the equations identify adipose/fat mass and muscle mass change. Results: The estimation of fat mass has serious problems. Despite advances in technology and science, prediction equations for the estimation of fat mass depend on limited historical reference data and remain dependent upon assumptions that have not yet been properly validated for different population groups. Muscle mass does not have the same conceptual problems; however, its measurement is still problematic and reference data are scarce. The derivation and validation analysis in this thesis was satisfactory, compared to prediction equations in the literature they were similar or even better. Applying the prediction equations in metabolic illness and during weight loss presented an understanding on how well the equations identify metabolic illness showing significant associations with diabetes, hypertension, HbA1c and blood pressure. And moderate to high correlations with MRI-measured adipose tissue and muscle mass before and after weight loss. Conclusion: Adipose tissue mass and to an extent muscle mass can now be estimated for many purposes as population or groups means. However, these equations must not be used for assessing fatness and categorising individuals. Further exploration in different populations and health surveys would be valuable.

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Humans use their grammatical knowledge in more than one way. On one hand, they use it to understand what others say. On the other hand, they use it to say what they want to convey to others (or to themselves). In either case, they need to assemble the structure of sentences in a systematic fashion, in accordance with the grammar of their language. Despite the fact that the structures that comprehenders and speakers assemble are systematic in an identical fashion (i.e., obey the same grammatical constraints), the two ‘modes’ of assembling sentence structures might or might not be performed by the same cognitive mechanisms. Currently, the field of psycholinguistics implicitly adopts the position that they are supported by different cognitive mechanisms, as evident from the fact that most psycholinguistic models seek to explain either comprehension or production phenomena. The potential existence of two independent cognitive systems underlying linguistic performance doubles the problem of linking the theory of linguistic knowledge and the theory of linguistic performance, making the integration of linguistics and psycholinguistic harder. This thesis thus aims to unify the structure building system in comprehension, i.e., parser, and the structure building system in production, i.e., generator, into one, so that the linking theory between knowledge and performance can also be unified into one. I will discuss and unify both existing and new data pertaining to how structures are assembled in understanding and speaking, and attempt to show that the unification between parsing and generation is at least a plausible research enterprise. In Chapter 1, I will discuss the previous and current views on how parsing and generation are related to each other. I will outline the challenges for the current view that the parser and the generator are the same cognitive mechanism. This single system view is discussed and evaluated in the rest of the chapters. In Chapter 2, I will present new experimental evidence suggesting that the grain size of the pre-compiled structural units (henceforth simply structural units) is rather small, contrary to some models of sentence production. In particular, I will show that the internal structure of the verb phrase in a ditransitive sentence (e.g., The chef is donating the book to the monk) is not specified at the onset of speech, but is specified before the first internal argument (the book) needs to be uttered. I will also show that this timing of structural processes with respect to the verb phrase structure is earlier than the lexical processes of verb internal arguments. These two results in concert show that the size of structure building units in sentence production is rather small, contrary to some models of sentence production, yet structural processes still precede lexical processes. I argue that this view of generation resembles the widely accepted model of parsing that utilizes both top-down and bottom-up structure building procedures. In Chapter 3, I will present new experimental evidence suggesting that the structural representation strongly constrains the subsequent lexical processes. In particular, I will show that conceptually similar lexical items interfere with each other only when they share the same syntactic category in sentence production. The mechanism that I call syntactic gating, will be proposed, and this mechanism characterizes how the structural and lexical processes interact in generation. I will present two Event Related Potential (ERP) experiments that show that the lexical retrieval in (predictive) comprehension is also constrained by syntactic categories. I will argue that the syntactic gating mechanism is operative both in parsing and generation, and that the interaction between structural and lexical processes in both parsing and generation can be characterized in the same fashion. In Chapter 4, I will present a series of experiments examining the timing at which verbs’ lexical representations are planned in sentence production. It will be shown that verbs are planned before the articulation of their internal arguments, regardless of the target language (Japanese or English) and regardless of the sentence type (active object-initial sentence in Japanese, passive sentences in English, and unaccusative sentences in English). I will discuss how this result sheds light on the notion of incrementality in generation. In Chapter 5, I will synthesize the experimental findings presented in this thesis and in previous research to address the challenges to the single system view I outlined in Chapter 1. I will then conclude by presenting a preliminary single system model that can potentially capture both the key sentence comprehension and sentence production data without assuming distinct mechanisms for each.

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"An alphabetical catalogue of English and Scotch names of plants ...": vol. II, p. [809]-840.

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Background: Preterm labor, which defines as live-birth delivery before 37 weeks of gestation is a main determinant of neonatal morbidity and mortality around the world. Objective: The aim of this study was to determine the prevalence of preterm labor in Iran by a meta-analysis study, to be as a final measure for policy makers in this field. Materials and Methods: In this meta-analysis, the databases of Thomson database (Web of Knowledge), PubMed/Medline, Science Direct, Scopus, Google Scholar, Iranmedex, Scientific Information Database (SID), Magiran, and Medlib were searched for articles in English and Persian language published between 1995 and 2014. Among the studies with regard to the inclusion and exclusion criteria, 14 studies (out of 1370 publications) were selected. Data were analyzed by using Stata software version 11. The heterogeneity of reported prevalence among studies was evaluated by the Chi-square based Q test and I2 statistics. Results: The results of Chi-square based on Q test and I2 statistics revealed severe heterogeneity (Q=2505.12, p-value < 0.001 and I2= 99.5%) and consequently, the random effect model was used for the meta-analysis. Based on the random effect model, the overall estimated prevalence of preterm in Iran was 9.2% (95% CI: 7.6 – 10.7). Conclusion: Present study summarized the results of previous studies and provided a comprehensive view about the preterm delivery in Iran. In order to achieve a more desirable level and its reduction in the coming years, identifying affecting factor and interventional and preventive actions seem necessary.

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L'objectif de cette recherche est de fournir une analyse de la pièce de théâtre perse ''Marionettes'' de Bahrām Beyzā'ī (1963) ainsi que de sa traduction anglaise (1989) afin de comparer et de mettre en contraste les traits propres à la culture «Culture-specific items» (CSI) et des stratégies de traduction. Les formes problématiques pertinentes des différences culturelles seront étudiées et les procédés suggérés par Newmark (1988) seront examinés afin de déterminer dans quelle mesure ils sont pertinents dans la traduction des différences culturelles du perse à l'anglais. La pièce a été traduite par une équipe de traducteurs: Sujata G.Bhatt, Jacquelin Hoats, Imran A. Nyazee et Kamiar K. Oskouee. (Parvin Loloi et Glyn Pursglove 2002:66). Les oeuvres théâtrales de Beyzā'ī sont basées sur les traditions ainsi que sur le folklore iranien. L'auteur aborde la réalité sous une perspective philosophique. « (Un point de vue) enveloppé dans une cape de comparaisons complexes à tel point que nombre des personnages de son oeuvre errent entre des symboles de la mythologie et de l’histoire, ou sociaux» (M.R. Ghanoonparvar, John Green 1989, p.xxii notre traduction). La classification des éléments culturels de Newmark (1988) va comme suit: «Écologie, culture matérielle, culture sociale, organisations, coutumes / moeurs, gestes et habitudes» (Newmark 1988:95). La recherche mettra l’accent sur les procédés suggérés pour traduire les CSI ainsi que sur les stratégies de traduction selon Newmark. Ces procédés comprennent : «traduction littérale, transfert, équivalent culturel, neutralisation, équivalent fonctionnel, équivalent descriptif, synonymie, par le biais de la traduction, transposition, modulation, traduction reconnue, étiquette de traduction, compensation, analyse componentielle, réduction et expansion, paraphraser, distique, notes, additions, gloses» (Newmark 1988:81-93). L'objectif ici est de déterminer si les procédés suggérés sont applicables à la traduction des CSIs du perse à l'anglais, et quels sont les procédés les plus fréquemment utilisés par les traducteurs.

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L'objectif de cette recherche est de fournir une analyse de la pièce de théâtre perse ''Marionettes'' de Bahrām Beyzā'ī (1963) ainsi que de sa traduction anglaise (1989) afin de comparer et de mettre en contraste les traits propres à la culture «Culture-specific items» (CSI) et des stratégies de traduction. Les formes problématiques pertinentes des différences culturelles seront étudiées et les procédés suggérés par Newmark (1988) seront examinés afin de déterminer dans quelle mesure ils sont pertinents dans la traduction des différences culturelles du perse à l'anglais. La pièce a été traduite par une équipe de traducteurs: Sujata G.Bhatt, Jacquelin Hoats, Imran A. Nyazee et Kamiar K. Oskouee. (Parvin Loloi et Glyn Pursglove 2002:66). Les oeuvres théâtrales de Beyzā'ī sont basées sur les traditions ainsi que sur le folklore iranien. L'auteur aborde la réalité sous une perspective philosophique. « (Un point de vue) enveloppé dans une cape de comparaisons complexes à tel point que nombre des personnages de son oeuvre errent entre des symboles de la mythologie et de l’histoire, ou sociaux» (M.R. Ghanoonparvar, John Green 1989, p.xxii notre traduction). La classification des éléments culturels de Newmark (1988) va comme suit: «Écologie, culture matérielle, culture sociale, organisations, coutumes / moeurs, gestes et habitudes» (Newmark 1988:95). La recherche mettra l’accent sur les procédés suggérés pour traduire les CSI ainsi que sur les stratégies de traduction selon Newmark. Ces procédés comprennent : «traduction littérale, transfert, équivalent culturel, neutralisation, équivalent fonctionnel, équivalent descriptif, synonymie, par le biais de la traduction, transposition, modulation, traduction reconnue, étiquette de traduction, compensation, analyse componentielle, réduction et expansion, paraphraser, distique, notes, additions, gloses» (Newmark 1988:81-93). L'objectif ici est de déterminer si les procédés suggérés sont applicables à la traduction des CSIs du perse à l'anglais, et quels sont les procédés les plus fréquemment utilisés par les traducteurs.

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Introduction: School violence discloses a phenomenon that has acquired a marked visibility in today's society, becoming a reality in all schools. With these aggressive behaviors comes a new conception, which increasingly reveals a concern for the community, the bullying (Eiras, 2009). Objectives: Tidentify bullying as a health need in schools; identify the factors associated with bullying. Methods: Integrative Literature Review, and were analyzed 7 articles published in MEDLINE, Scientific Electronic Library Online (SciELO), the Online Knowledge Library (B -on) and the Repositório Científico de Acesso Aberto de Portugal (RCAAP), whereas inclusion criteria were established the Portuguese, English and Spanish and the interval 2011-2016. Results: After analyzing the articles selected for the preparation of this monograph, we identified the following contexts and factors associated with bullying. Conclusions: age with higher prevalence, where this phenomenon was found is between 12 and 13 years; gender, where there is no consensus on the influence of the same in bullying behaviors; family and socio-demographic context in which a family environment marked by cohesion and support promotes attitudes of non-violence and socioeconomic status are not directly related to find this type of episode; bullying characteristics, wherein said type of behavior is more verbal bullying; substance use and knowledge.

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Abstract Introduction: School violence discloses a phenomenon that has acquired a marked visibility in today's society, becoming a reality in all schools. With these aggressive behaviors comes a new conception, which increasingly reveals a concern for the community, the bullying (Eiras, 2009). Objectives: Tidentify bullying as a health need in schools; identify the factors associated with bullying. Methods: Integrative Literature Review, and were analyzed 7 articles published in MEDLINE, Scientific Electronic Library Online (SciELO), the Online Knowledge Library (B -on) and the Repositório Científico de Acesso Aberto de Portugal (RCAAP), whereas inclusion criteria were established the Portuguese, English and Spanish and the interval 2011-2016. Results: After analyzing the articles selected for the preparation of this monograph, we identified the following contexts and factors associated with bullying. Conclusions: age with higher prevalence, where this phenomenon was found is between 12 and 13 years; gender, where there is no consensus on the influence of the same in bullying behaviors; family and socio-demographic context in which a family environment marked by cohesion and support promotes attitudes of non-violence and socioeconomic status are not directly related to find this type of episode; bullying characteristics, wherein said type of behavior is more verbal bullying; substance use and knowledge.

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O presente Relatório Final de Estágio concretiza-se num trabalho de reflexão crítica sobre as práticas realizadas como professora estagiária de Inglês e de Espanhol no âmbito das Unidades Curriculares de Prática Educativa I, II e III, do Curso de Mestrado em Ensino de Inglês e Francês ou Espanhol, da Escola Superior de Educação, do Instituto Politécnico do Porto. A problemática que se apresenta decorre da perspetiva de que o ensino e aprendizagem de uma língua estrangeira baseados na articulação entre disciplinas do currículo contribui para uma aprendizagem holística, desenvolvendo competências que permitem um entendimento geral e global dos fenómenos humanos proporcionando aos alunos a compreensão do saber escolar como um todo articulável, contribuindo para uma leitura lógica e completa da realidade. A sua concretização na sala de aula impõe que o professor planifique atividades e opte por estratégias de ensino e de aprendizagem diversificadas, onde convergem finalidades, conceitos e metodologias de diversas disciplinas do currículo. Assim, este trabalho descreve a planificação de práticas de ensino e aprendizagem de Inglês e Espanhol em articulação com os conteúdos e os objetivos da disciplina de Estudo do Meio no Primeiro Ciclo. A planificação de práticas de Inglês no Segundo Ciclo foi realizada em articulação com a disciplina de História e Geografia de Portugal, com base na metodologia de projeto. As opções adotadas na planificação didática são consideradas estratégicas para uma aprendizagem significativa. Palavras-chave: perspetiva interdisciplinar do ensino; planificação didática de línguas estrangeiras; compreensão integrada do saber escolar; aprendizagem por projeto

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Relatório de estágio de mestrado em Ensino de Inglês e de Espanhol no 3ºciclo do Ensino Básico e Ensino Secundário