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Imagens das línguas e afectividade em contexto escolar
Get PDFDoutoramento em DidácticaEnquadrado numa perspectiva sócio-construtivista em Didáctica de Línguas
(DL), o presente trabalho propõe-se identificar e descrever as imagens face às
línguas estrangeiras, em particular à língua Alemã, e sua aprendizagem, que
se manifestam numa determinada comunidade escolar. Com base nas
imagens identificadas, pretende-se compreender de que forma elas se
relacionam com a dimensão afectiva presente no processo de ensinoaprendizagem,
nomeadamente no que diz respeito à relação afectiva que o
aprendente vai construindo com o alemão, objecto de estudo.
Neste quadro, foram traçadas as seguintes questões de investigação para este
trabalho: (1) Que imagens face às línguas escolares (inglês, francês, espanhol,
português e, em particular, alemão), se manifestam numa determinada
comunidade escolar (considerando os alunos, encarregados de educação,
professores, administração da escola e funcionários)?; Como se (inter-)
relacionam estas imagens nos diferentes públicos considerados?; (2) De que
forma se manifestam as imagens face à língua alemã e sua aprendizagem na
interacção em sala de aula de Alemão (LE)? Quais as marcas discursivas que
as identificam e tecem?; De que forma estão estas imagens associadas às
emoções e (3) Quais as emoções associadas às imagens do Alemão e sua
aprendizagem em contexto de sala de aula?
A investigação recente em DL sugere que as imagens que um determinado
sujeito constrói face a uma dada língua permitem compreender as suas
atitudes e comportamentos face à mesma, nomeadamente no que diz respeito
à relação afectiva que vai construindo com a língua em causa e sua
aprendizagem (cf. ARAÚJO E SÁ & SCHMIDT 2008, DE PIETRO & MÜLLER
1997, MÜLLER 1998, PERREFORT 2001). Estas imagens, enquanto
constructos sociais, elaboram-se, revitalizam-se e cristalizam-se na e pela
interacção verbal em sala de aula. Nesta perspectiva, o presente trabalho
discute os conceitos de imagem/representação face às línguas, relacionandoos
com a dimensão afectiva (inegavelmente) presente nos processos de
ensino-aprendizagem das LE e à luz de uma abordagem interaccional em DL.
A investigação desenrolou-se em duas fases. Numa primeira, aplicou-se um
inquérito por questionário a toda uma comunidade escolar (incluindo todos os
públicos anteriormente referidos), numa escola secundária com terceiro ciclo
em Albergaria-a-Velha, no distrito de Aveiro. Os dados recolhidos foram
analisados segundo uma abordagem mista (quantitativa e qualitativa). Os
resultados apontam para imagens fortemente escolarizadas, na medida em
que os inquiridos parecem considerar as línguas estrangeiras sobretudo
enquanto objectos de apropriação em contextos escolares.
Identificaram-se imagens homogéneas e consistentes das línguas
estrangeiras, evidenciando-se, no que à língua alemã diz respeito, a sua
dificuldade. Os resultados relacionam-se com os obtidos noutras investigações
realizadas em terreno nacional em DL, corroborando alguns e
complementando outros (ARAÚJO E SÁ 2008, SIMÕES 2006, PINTO 2005,
MELO 2006 e Projecto Imagens das Línguas na comunicação intercultural:
contributos para o desenvolvimento da competência plurilingue).
Numa segunda fase, acompanhou-se uma turma de alemão (LE) ao longo de
um ano lectivo completo, tendo-se procedido à vídeo-gravação das aulas e,
posteriormente, à identificação do que designámos por ‘episódios
significativos’, para constituição do corpus de análise. A análise interaccional
destes episódios permitiu a identificação de diferentes marcas discursivas
(verbais, para-verbais e não-verbais) que indiciam, por um lado, a circulação e
(re)construção de imagens face ao alemão e sua aprendizagem e, por outro, a
presença de um conjunto de emoções associadas a estas imagens, nos
discursos dos aprendentes e da professora. No que diz respeito à imagem da
dificuldade do alemão e da sua aprendizagem, cristalizaram-se seis
indicadores: (1) a compreensão oral e a pronúncia, (2) o léxico e as palavras
compostas (3) os números, (4) a leitura, (5) o sistema de regras gramaticais e,
finalmente, (6) a auto-imagem dos alunos enquanto aprendentes de alemão.
Os resultados sugerem ainda a associação destas imagens a emoções
tendencialmente ‘negativas’ (por exemplo a arrelia e o embaraço), isto é, que
se traduzem numa atitude de distanciamento e de evitamento linguístico.
Face às conclusões obtidas, propõe-se um conjunto de princípios
enquadradores para uma educação em línguas ‘afectivamente consciente’ e
capaz de promover imagens mais positivas das línguas e das suas
aprendizagens, designadamante do alemão. Considerando-se a diminuição
acentuada dos aprendentes de alemão (LE) em contexto escolar nacional nos
últimos dez anos, aponta-se para a necessidade de melhor compreender a
relação entre a falta de popularidade escolar desta língua e a imagem da sua
dificuldade (de aprendizagem).Framed within a constructivist Foreign Language Didactics (FLD) point of view,
this study aims at identifying and describing images of foreign languages and
particularly of the German language and its learning of a Portuguese school
community. Based on these images, the purpose is to understand how they are
related to the affective dimension within the language learning process, namely
the affective relationship between the learner and the German language, which
is the object of study of the present research.
Within this approach, the following research questions were outlined: (1) Which
images towards school foreign languages (English, French, Spanish,
Portuguese and, in particular, German) circulate in an entire school community
(including pupils, parents, teachers and employees)?; How are the images of
the different groups (inter-)connected?; (2) How are the images of the German
language and its learning expressed in the interaction within a class of German
as foreign language (FL)?; What are the discursive markers which enable the
identification of these images?; How are these images associated with
emotions?; (3) Which are the emotions associated with the images towards the
German language and its learning?
Recent findings of FLD research suggest that the images that a subject
constructs of a specific language allow a better understanding of his/her
attitudes and behavior towards that language, particularly regarding the
affective relationship with that language and its learning (cf. ARAÚJO E SÁ &
SCHMIDT 2008, DE PIETRO & MÜLLER 1997, MÜLLER 1998, PERREFORT
2001). As social constructs, these images are re-constructed, re-vitalized and
crystallized in classroom interaction. From this perspective, the present study
discusses the concept of language-images/representations, and relates it to the
affective dimension, which is undeniably present in the foreign language
learning process within an interactional approach to FLD.
This research was accomplished in two phases. In the first one, an inquiry was
carried out by means of a questionnaire in a school community (including the
different groups referred to above), in a secondary school (7th to12th grade) in
Albergaria-a-Velha, in the district of Aveiro. The collected data was analyzed in
a mixed methodological approach, both quantitative and qualitative. The
findings point at highly school-based images, that is, subjects tend to consider
the languages mainly as learning objects in school contexts. The languageimages
identified tend to be homogeneous and consistent between the subjectgroups
and the most evident one was the difficulty of the German language.
These findings are related to similar conclusions obtained in national FLD
research, confirming some results and complementing others (ARAÚJO E SÁ,
2008, SIMÕES 2006, PINTO 2005, MELO 2006 and Project (Imagens das
Línguas na comunicação intercultural: contributos para o desenvolvimento da
competência plurilingue).
In a second phase, a German as foreign language class was closely observed
during a whole school year and data was collected by means of classroomvideo
recording. Afterwards, we identified what we named as “significant
episodes” in order to constitute the corpus. The interactional analysis of these
episodes allowed the identification of discursive marks (verbal, para-verbal and
non-verbal) in teacher’s and students’ discourse, which indicate the circulation
and (re)construction of images towards the German language and its learning
and also the presence of a number of emotions associated with these images.
Regarding the image of the difficulty of the German language, we identified six
indicators: (1) oral comprehension and pronunciation, (2) vocabulary and
compound words, (3) numbers, (4) reading, (5) system of grammar rules and,
finally, (6) self-image of the language learners. The findings also suggest the
association of these images with tendentially “negative” emotions (as anger
and shame), which reflect an attitude of detachment and linguistic avoidance.
Based on the study conclusions, we suggest a set of generic principles for an
“affective conscious” language education, able to promote positive languageand
language-learning images, particularly regarding the German language.
Considering the accentuate decreasing of the number of German language
learners in Portugal in the past ten years, it urges to better understand the
relation between the low level of popularity in school of the German language
and the image of its learning difficulty.Die vorliegende Studie, die im Rahmen einer sozio-konstruktivistischen
Perspektive der Fremdsprachendidaktik durchgeführt worden ist, hat als
Hauptziel die Erfassung und Beschreibung der Fremdsprachen-Images einer
Schulgemeinschaft, unter besonderer Berücksichtigung der deutschen Sprache
und des Erlernens der deutschen Sprache. Auf Grundlage dieser Erfassung
soll das Verhältnis zwischen Fremdsprachen-Images und der affektiven
Dimension im Fremsprachenunterricht beleuchtet werden, insbesondere
bezüglich der affektiven Beziehung, die Schüler zu Deutsch als Fremdsprache
(DaF) aufbaut.
Vor diesem Hintergrund wurden folgende Leitfragen definiert: (1) Welche
Fremdsprachen-Images (in Bezug auf Englisch, Französisch, Spanisch,
Portugiesisch und besonders hinsichtlich des Deutschen und seiner
Aneignung), sind innerhalb einer portugiesischen Schulgemeinschaft (Schüler,
Eltern, Lehrer und Angestellte) zu bestimmen?; Welche Beziehungen lassen
sich zwischen den Images der verschiedenen Gruppen zu identifizieren?; (2)
Wie manifestieren sich die Sprachenimages in der Klassenraum-Interaktion im
DaF-Unterricht?; Welche diskursiven Indikatoren lassen sich für sie
bestimmen?; Welche Verbindung ist zwischen diesen Fremdsprachen-Images
und der affektiven Dimension festzustellen?; (3) Welche Gefühle werden mit
den DaF-Images im Kontext des DaF-Unterrichts assoziiert?
Der aktuelle Forschungsstand im Bereich der Fremsprachendidaktik deutet
darauf hin, dass die Erfassung der Images, die eine Person mit einer
bestimmten Sprache verknüpft, sehr hilfreich sein kann, um die Einstellung und
das Verhalten dieser Person besser zu verstehen, besonders im Hinblick auf
die affektive Beziehung, die zu der entsprechenden Sprache und ihrem
Aneignungsprozess aufgebaut wird (cf. ARAÚJO E SÁ & SCHMIDT 2008, DE
PIETRO & MÜLLER 1997, MÜLLER 1998, PERREFORT 2001). Diese Images
werden - als soziale Konstrukte - durch die (und in der) Klassenraum-
Interaktion kreiiert, revitalisiert und gefestigt. Basierend auf diesem
interaktionalen Ansatz der Fremdsprachendidaktik, der die Images mit der
(unbestreitbar existierenden) affektiven Dimension verbindet, werden in der
vorliegenden Studie die Konzepte der Sprachen-Images erörtert.
Der empirische Teil dieser Forschungsarbeit wurde in zwei Phasen realisiert. In
einem ersten Schritt ist eine schriftliche Befragung mit einer gesamten
Schulgemeinschaft (mit den o.g. Gruppen) einer Sekundarschule (7. bis 12.
Klasse) in Albergaria-a-Velha (im Bezirk von Aveiro), durchgeführt worden. Die
erhobenen Daten wurden sowohl mit quantitativen als auch qualitativen
Erfassungsmethoden analysiert. Die Ergebnisse deuten auf stark schulisch
geprägte Fremdsprachenimages hin, denn die Befragten scheinen die
Sprachen hauptsächlich als Schulobjekt einzuschätzen.
Es zeigten sich homogene und in sich konsistente Images von Fremdsprachen,
wobei im Fall der deutschen Sprache das Image der Schwierigkeit ihres
Erlernens besonders deutlich wurde. Die Ergebnisse bestätigen und ergänzen
die Befunde anderer Studien, die im Portugiesischen Schulwesen durchgeführt
worden sind (ARAÚJO E SÁ, 2008, SIMÕES 2006, PINTO 2005, MELO 2006
und auch das Projekt „Sprachenimages in der interkulturellen Kommunikation:
Beiträge zur Entwicklung der Mehrsprachigkeit“)
In einer zweiten Phase wurde eine DaF-Klasse während eines gesamten
Schuljahres begleitet und die hierbei das empirische Mittel der
Videoaufzeichnung eingesetzt. Im Anschluss daran wurden die sogenannten
„signifikanten Episoden“ erfasst, um den korpus der Analyse aufzustellen. Die
interaktionelle Analyse dieser Episoden ermöglichte die Identifizierung von
Diskursmerkmalen (verbal, para-verbal und nicht-verbal). Diese Merkmale
verweisen sowohl auf die (Re-)Konstruktion von Images, die mit dem DaF in
Verbindung gebracht werden, wie auch auf die Anwesenheit von Emotionen
(die mit den Images assoziiert sind) im Diskurs der Schüler und der Lehrerin. In
Bezug auf das Image der DaF-Schwierigkeit, wurden sechs Kategorien
herausgearbeitet: (1) Hörverständis und Aussprache, (2) Wortschatz und
zusammengesetzte Wörter, (3) Zahlen, (4) Lesen, (5) Grammatiksystem und
(6) Selbstbilder der DaF-Lerner. Die Ergebnisse legen die Assoziierung dieser
Images mit tendenziell „negativen“ Emotionen (wie Wut oder Scham) naher, die
die Lerner mit Vermeidung und Distanz zur Sprache und ihrem Erlernen zum
Ausdruck bringen.
Ausgehend von den Kernergebnissen dieser Arbeit werden einige generelle
Prinzipien für ein „affektives Bewusstein“ im Sprachenunterricht vorgestellt, die
der Förderung positiver Sprachenimages dienen, vor allem im DaF-Unterricht.
Angesichts der deutlich gesunkenen DaF-Lerner-Zahlen in Portugal der letzten
zehn Jahren, ist es erforderlich, zu einem besseren Verständnis des
Zusammenhangs zwischen der geringen DaF-Popularität und des Imagens
seiner Schwierigkeit zu gelangen
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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