Percepções de alunos egressos de institutos de idiomas sobre seu conhecimento linguístico em exames de Inglês para mestrado e doutorado: um estudo à luz do sistema de avaliatividade

O uso da língua materna (LM) faz parte dos exames do conhecimento de uma língua estrangeira (LE) tomados como instrumentos de avaliação em cursos de pós-graduação no Brasil que, em sua maioria, constam de tradução e compreensão leitora de um texto em Inglês. Porém, as abordagens adotadas em cursos de Inglês tendem a deixar a LM de fora do processo de ensino- aprendizagem. Outra questão importante inclui a qualidade e a abrangência da atenção dada à compreensão leitora, embora saiba-se que os cursos de Inglês trabalhem as quatro habilidades (falar, ouvir, ler e escrever) em sala de aula. Diante desse cenário, este estudo busca avaliar a percepção do percurso da aprendizagem de língua inglesa de treze participantes, quando confrontados com a necessidade de realizar provas de LI como parte da seleção para cursos de Mestrado e Doutorado. Aqui, voltamos nosso olhar sobre objetivos de uso do idioma especialmente para compreensão leitora, uma das possíveis ramificações do quadro teórico do Inglês para Fins Específicos (IFE). Neste sentido, apoiamo-nos em Hutchinson & Waters (1987, p. 19), que nos falam em aprendizagem centrada no aluno, nas necessidades trazidas por ele em determinado momento de sua vida profissional ou acadêmica.Para tanto, coletaram-se as percepções de treze participantes, por meio da técnica de Grupo Focal, a respeito do modo como aprenderam a língua inglesa ao longo de suas trajetórias. Utilizamo-nos, para analisar as realizações destes sujeitos, do Sistema de Avaliatividade, proposto por Martin & White (2005) dentre outros, no escopo da Linguística Sistêmico-Funcional, valendo-nos especialmente do domínio semântico de Atitude para investigar as opiniões expressas. Apesar de os participantes terem feito uso de todas as categorias do subsistema da Atitude, Afeto e Apreciação foram as mais recorrentemente utilizadas, já que suas falas revelam não apenas o modo como os sujeitos se sentiam e ainda se sentem quando no papel de alunos sob os métodos vigentes no mercado, mas também suas críticas aos métodos de aprendizagem de inglês. Obtivemos 10 índices de Apreciações Negativas aos cursos de idiomas a respeito da exclusão quase completa da LM em aulas, além de 11 Apreciações Negativas ao modelo de ensino de língua inglesa na esfera escolar.

Aula de leitura: um jogo de restrição dos sentidos

O objetivo principal desta pesquisa é analisar os procedimentos didáticos relativos à leitura, no livro didático, Português Contexto, Interlocução e Sentido, destinado ao Ensino Médio, da Editora Moderna, de autoria de Maria Luiza M. Abaurre, Maria Bernadete M. Abaurre e Marcela Pontara, em sua seção de Produção de Texto, principalmente. A análise visa configurar o percurso teórico-metodológico desse livro didático, com o intuito de observar em que consiste a abordagem discursiva de leitura pretendida por esse livro. Para tanto, busquei contrapor os conceitos e procedimentos desenvolvidos no livro didático com aquilo que, em Análise do Discurso, se concebe como uma abordagem discursiva de leitura. Parto do princípio de que uma abordagem discursiva de leitura pressupõe a consideração das condições de produção de um texto, isto é, a relação de posições histórica e socialmente determinadas em que o simbólico (linguístico) e o imaginário (ideológico) se juntam (ORLANDI, 2008, p.11). A análise do corpus demonstrou que, a despeito de anunciar uma abordagem discursiva, o livro didático não realiza esse intento. As propostas didáticas de leitura repetem o tradicional modelo de interpretação de texto, sem considerar os pressupostos elementares de uma análise discursiva, isto é, que o sentido não está inscrito na superficialidade do texto, mas é produto da complexa relação entre leitor, autor e contexto sócio-histórico-ideológico

Ler no tempo: práticas de leitura em impressos e em e-readers

Tratando do tema dos meios de comunicação e de seus usos, esta dissertação discute as possíveis transformações nas práticas de leitura diante do surgimento dos novos suportes textuais baseados na tecnologia digital. O estudo mantém seu escopo de análise nas práticas de leitura por lazer estabelecidas em livros impressos e em livros eletrônicos (e-books) que são consumidos em e-readers. Entre outros, discutem-se a questão da linearidade ou fragmentação da leitura, os hábitos de marcações e anotações, locais de leitura e posturas, preferências de suportes. Os dados analisados foram obtidos através de entrevistas com 16 leitores divididos em dois grupos, um de leitores de e-readers e outro de leitores do impresso. Os resultados foram estudados comparativamente e mostram semelhanças e diferenças nas práticas de leituras dos dois grupos, que podem ser associadas à nova tecnologia e ao leitor eletrônico, tanto quanto às intenções e motivos de leitura, ao formato do texto e às particularidades do leitor.

从字形到语义：跨语言Stroop效应的ERP研究

According to the influential dual-route model of reading (Coltheart, Rastle et al. 2001), there are two routes to access the meaning of visual words: one directly by orthography (orthography-semantic) and the other indirectly via the phonology (phonology-semantic). Because of the dramatic difference between written Chinese and alphabetical languages, it is still on debate whether Chinese readers have the same semantic activation processes as readers of alphabetical languages. In this study, the semantic activation processes in alphabetical German and logographic Chinese were compared. Since the N450 for incongruent color words in the Stroop tasks was induced by the semantic conflict between the meaning of the incongruent color words and color naming, this component could be taken as an index for semantic activation of incongruent color words in Stroop tasks. Two cross-script Stroop experiments were adopted to investigate the semantic activation processes in Chinese and German. The first experiment focused on the the role of phonology, while the second one focused on the realative importance of orthography. Cultural differences in cognitive processing between individuals in western and eastern countries have been found (Nisbett & Miyamoto, 2005). In order to exclude potential differences in basic cognitive processes like visual discrimination capabilities during reading, a visual Oddball experiment with non-lexical materials was conducted with all participants. However, as indicated by the P300 elicited by deviant stimuli in both groups, no group difference was observed. In the first Stroop experiments, color words (e.g., “green”), color-word associates (e.g., “grass”), and homophones of color words were used. These words were embedded into color patches with either congruent color (e.g. word “green” in green color patch) or incongruent colors (e.g. word “green” in either red or yellow or blue color patch). The key point is to observe whether homophones in both languages could induce similar behavioral and ERP Stroop effects to that induced by color words. It was also interesting to observe to which extent the N450 was related to the semantic conflicts. Nineteen Chinese adult readers and twenty German adult readers were asked to respond to the back color of these words in the Stroop experiment in their native languages by pressing the corresponding keys. In the behavioral data, incongruent conditions (incongruent color words, incongruent color-word associates, incongruent homophones) had significantly longer reaction times as compared to corresponding congruent conditions. All incongruent conditions in the Geman group elicited an N450 in the 400 to 500 ms time window. In the Chinese group, the N450 in the same time window was also observed for the incongruent color words and incongruent color-word associates. These results indicated that the N450 was very sensitive to semantic conflict-even words with semantic association to colors (e.g. “grass”) could elicite similar N450. However, the N450 was absent for incongruent homophones of color words in the Chinese group. Instead, in a later time window (600-800 ms), incongruent homophones elicited a positivity over left posterior regions as compared to congruent homophones. Similar positivity was also observed for color words in the 700 to 1000 ms time window in the Chinese group and 600 to 1000 ms time window for incongruent color words and homophones in the Geman group. These results indicate that phonology plays an important role in Geman semantic activation processes, but not in Chinese. In the second Stroop experiment, color words and pseudowords which had similiar visual shape to color words in both languages were used as materials. Another group of eighteen Chinese and twenty Germans were involved in the Stroop experiment in their native languages.The ERPs were recorded during their performance. In the behavioral data, strong and comparable Stroop effects (as counted by substract the reaction times in the congruent conditions from reaction times in the incongruent conditions) were observed. In the ERP data, both incongruent color words and incongruent pseudowords elicited an N450 over the whole brain scalp in both groups. These results indicated that orthography played an equally important role in semantic activation processes in both languages. The results of the two Stroop experiments support the view that the semantic activation process in Chiense readers differs significantly from that in German readers. The former rely mainly on the direct route (orthography-semantic), while the latter use both direct route and incirect route (phonology-semantic). These findings also indicate that the characteritics of different languages shape the semantic activation processes.

左侧梭状回内文字的字形加工：中文正常阅读者，中文文盲、非中文母语被试的对比研究

Reading is an important human-specific skill obtained through extensive learning experience and is reliance on the ability to rapidly recognize single words. According to the behavioral studies, the most important stage of reading is the representation of “visual word form”, which is independent on surface visual features of the reading materials. The prelexical visual word form representation is characterized by the abstractive and highly effective and precise processing. Neuroimaging and neuropsychological studies have investigated the neural basis underlying the visual word form processing. On the basis of summary of the existing literature, the current thesis aimed to address three fundamental questions involving neural basis of word recognition. First, is there a dedicated neural network that is specialized for word recognition? Second, is the orthographic information represented in the putative word/character selective region (VWFA)? Third, what is the role of reading experience in the genesis of the VWFA, is experience a main driver to shape VWFA instead of evolutionary selectivity? Nineteen Chinese literate volunteers, 5 Chinese illiterates and 4 native English speakers participated in this study, and performed perceptual tasks during fMRI scanning. To address the first question, we compared the differential responses to three categories of visual objects, i.e., faces, line drawings of objects and Chinese characters, and defined the region of interesting (ROI) for the next experiment. To address the second question, Chinese character orthography was manipulated to reveal possible differential responses to real characters, false characters, radical combinations, and stroke combinations in the regions defined by the first experiment. To examine the role of reading experience in genesis of specialization for character, the responses for unfamiliar Chinese characters in Chinese illiterates and native English speakers were compared with that in the Chinese literates, and tracked the change in cortical activation after a short-term reading training in the illiterates. Data were analyzed in two dimensions. Both BOLD signal amplitude and spatial distribution pattern among multi-voxels were used to systematically investigate the responsiveness of the left fusiform gyrus to Chinese characters. Our results provide strong and clear evidence for the existence of functionally specialized regions in the human ventral occipital-temporal cortex. In the skilled readers a region specialized for written words could be consistently found in the lateral part of the left fusiform gyrus, line drawings in the median part and faces in the middle. Our results further show that spatial distribution analysis, a method that was not commonly used in neuroimaging of reading, appears to be a more effective measurement for category specialization for visual objects processing. Although we failed to provide evidence that VWFA processes orthographic information in terms of signal intensitiy, we do show that response pattern of real characters and radical collections in this area is different from that of false characters and random stroke combinations. Our last set of experiments suggests that the selective bias to reading material is clearly experience dependent. The response to unknown characters in both English speakers/readers and Chinese illiterates is fundamentally different from that of the skilled Chinese readers. The response pattern for unknown characters is more similar to that for line drawings rather as a weak version of character in skilled Chinese readers. Short-term training is not sufficient to produce VWFA bias even when tested with learned characters, rather the learned characters generated a overall upward shift of the activation of the left fusiform region. Formation of a dedicated region specialized for visual word/character might depend on long-term extensive reading experience, or there might be a critical period for reading acquisition.

汉语深层失读及词汇－语义系统的认知神经心理学研究

Chinese deep dyslexia is an important type of reading disorder that attracted many research interests. In the current thesis, three studies concerning Chinese deep dyslexia were performed: (1) clinical dominating and incidental symptoms were collected and their relationships were analyzed, and error scores of different character and word types compared; to verify typical reading model of alphabetic readers, and to develope a novel model for reading Chinese scripts; (2) based on these results, further neuropsychological analysis on the basic rules of lexical-semantic system and semantic distance were employed; (3) rehabilitation scheme were shaped to verify our research results. With cognitive neuropsychological methods, this study was mainly focused on deep dyslexic patients with brain impairment. The results were compared with those of normal people on rapid reading. Computer emulation was also used to describe reading process of patients. Both group analysis and case study were carried out. This study for the first time systematically investigated the clinical symptoms of Chinese deep dyslexia. A novel model was developed with a hypothesis that the sublexical pathway is composed of two parallel pathways: the phonetic sublexical pathway and the semantic sublexical pathway. Two characteristics of Chinese deep dyslexia were found compared with alphabetic deep dyslexia: (1) having no distinct word class effect and imagination effect; (2) the organization of Chinese lexical-semantic system has correlation with construct regulation, imagination and splitability of characters. Evoking of semantic correlation is stronger than phonetic correlation.

汉字阅读中的字形、字音、字义及频率效应的研究

Unlike alphabetic languages, Chinese language is ideographical writing system. Each Chinese character is single-syllable and usually has a direct meaning. So Chinese characters are a kind of valuable experimental material used for research on reading and comparisons of the reading mechanism of different language. In this paper, the normal persons and the patients with semantic dementia were respectively scheduled for two parts of experimental studies on the orthographic, phonologic, semantic and frequency effects of reading of Chinese characters. The Stroop-like character-picture interference experimental paradigm was used to investigate the orthographic, phonologic, semantic and frequency effects of Chinese characters on picture naming when they were presented with pictures to normal persons. The results indicated that the orthographic facilitation effect, phonologic facilitation effect, and semantic interference effect occurred at different SOA values. The orthographic and phonologic facilitation effects were independent. It was for the first time shown that the interaction between orthographic variable and semantic variable occurred when the high-frequency Chinese characters were read. Phonologic representation was activated quicker than semantic representation, by comparison of their SOA. Generally, it means that there is reading without meaning in Chinese character among the normal persons. The orthographic, phonologic, semantic, frequency and concrete effects of Chinese characters were further investigated among the dementia patients with DAT(dementia of Alzheimer's type disease) or CVA or both. They all have an impaired semantic memory. The results showed that patients with dementia could read the names of the pictures aloud while they could not name them or match them with a right character correctly. This is reading impairment without meaning in Chinese among the dementia patients. Meanwhile, they had a selective reading impairment and more LARC(a legitimate alternative reading of components) mistakes especially when reading low-frequency irregular, low-frequency inconsistent and abstract Chinese characters. With the patients' semantic impairment developed, their ability to read the pictures names would remain whereas their ability to read low-frequency irregular and low-frequency inconsistency Chinese characters was reduced. These results indicated that low-frequency irregular Chinese characters can be read correctly only when it is supported by their semantic information. Based on the above results of reading without meaning and of reading of low-frequency irregular Chinese characters supported by their semantic information, it is reasonable to suggest that at least two routes are involved in the process of reading Chinese characters. They are direct phonologic route and indirect semantic route; moreover, the two routes are independent.

Kierowanie pracą ucznia w licealnych podręcznikach do języka polskiego

Wydział Filologii Polskiej i Klasycznej: Pracownia Innowacji Dydaktycznych

Lektura twórcza w edukacji humanistycznej

Wydział Filologii Polskiej i Klasycznej UAM: Instytut Filologii Polskiej

A influência do nível socioeconómico na leitura

Trabalho apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Terapêutica da Fala

As práticas pedagógicas nas séries iniciais do ensino fundamental e a interlocução com o curso de pedagogia

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Docência e Gestão da Educação, especialização em Administração Escolar e Administração Educacional

O processo de consumo de e-books

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Ciências da Comunicação, ramo de Marketing e Publicidade

Dislexia

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor

Afterwords: reparative queer death and the contemporary Irish novel, 1960-2000

Given that an extant comprehensive study of homosexuality and the twentieth century Irish novel has yet to produced, this thesis is an attempt at rectifying such a gap in research by way of close textual analysis of writing from the latter half of the century—that is, from 1960-2000. Analysis of seven novels by four male authors – John Broderick, Desmond Hogan, Colm Tóibín and Keith Ridgway – lead to one overarching feature common to all four writers becoming clear: the homosexual or queer is always dying or already ‘dead’. ‘Dead’ is placed in inverted commas here as it is not only biological death that characterises the fate of gay men in the aforementioned literature. In the first instance, such men are also always already ‘dead’—that is, by light of their disenfranchisement as homosexual or queer, they are, in socialized terms, examples of the ‘living’ dead. Secondly, biological death neither fully obliterates the queer body nor its disruptive influence. Consequently, one of the overarching ways in which I read queer death in the late twentieth century Irish novel is through the prism of its reparative ‘afterw(a)ord’. On the one hand, such readings are temporally based (that is, reading from a point beyond the death of the protagonist - or their ‘afterward’); while, on the other hand, such readings are stylistically premised (that is, reading or interpreting the narrative itself as an ‘afterword’). The current project thus constitutes an original contribution to knowledge by establishing variant ways of reading the contemporary Irish novel from the point of view of the queer ‘unliving’. In assessing such heterogeneous aspects of contemporary queer death, the project a) contributes to recent, largely Anglo-American-based literary theoretical research on the queer and the eschatological, and b) provides a more contemporized literary base upon which future research can uncover a continuum of Irish queer writing in the twentieth century, one concerned with writing prior to 1960 and not limited to writing my men, in which death and same-sex desire are at parallel angles to one another.

Recasting 'Black Venus' in the new African Diaspora

This article explores the ways in which transnational feminist analysis can be deployed to reconfigure new gendered and racialized cartographies of the African Diaspora in Europe. First, I position contemporary film representations of trafficked Nigerian sex workers in Italy in dialogical relation to 19th century discourses of black sexuality - in particular, Sharpley-Whiting's (1999) reinscribed 'Black Venus Master Narrative' - and assess historical and geographical (dis)continuities in their modes of signification. Second, by linking endemic factors feeding the supply of Nigerian women for the purposes of (in)voluntary participation in the Italian sex industry, such as the localized feminization of poverty and regionally specific perceptions of sex work as a temporary economic strategy, I engage with broader feminist debates on victimization and agency in global sex work and migration literatures. In doing so, this dialectical think piece highlights the gendered complexities of new African diasporic formations and the ways in which their growth is facilitated by broader illegal networks that shape and are shaped by vicissitudes in glocalized economies. © 2004 Elsevier Ltd. All rights reserved.