Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-19T15:19:05Z No. of bitstreams: 2 Tese - Claudney Maria de Oliveira e Silva - 2017.pdf: 4855923 bytes, checksum: 19c17cfda6c34e05dd005e8b046abd56 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-19T15:19:27Z (GMT) No. of bitstreams: 2 Tese - Claudney Maria de Oliveira e Silva - 2017.pdf: 4855923 bytes, checksum: 19c17cfda6c34e05dd005e8b046abd56 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-19T15:19:27Z (GMT). No. of bitstreams: 2 Tese - Claudney Maria de Oliveira e Silva - 2017.pdf: 4855923 bytes, checksum: 19c17cfda6c34e05dd005e8b046abd56 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-30 / This study focuses on the collaborative learning of English for Specific Purposes (ESP) by ten deaf students who took Libras as a major at Universidade Federal de Goiás. It also aims to investigate if collaboration can help them learn this language and what strategies were taken by the teacher and the students to reach this goal. It also investigates the perceptions of the teacher about the learning of ESP by the deaf in an inclusive classroom and the perceptions of the deaf students about the collaborative learning process. It is a qualitative case study with ethnographic principles whose data were collected through video and audio recording, field notes, teacher's diary, teacher's explanatory notes and interviews and were analyzed according to the tenets of sociocultural theory and collaborative learning. Data analysis shows that some teaching strategies that are very effective for hearing students prove to be not so efficient for the deaf students and, likewise, effective strategies for deaf students are unnecessary for hearing students. The results also show that deaf students have very little interaction with hearing students since most listeners do not know libras. Among the deaf, however, the interaction was intense and provided them with strategies to overcome, in a collaborative way and through the use of scaffoldings, the difficulties they faced in the process of learning ESP. This study aims to raise reflections on the learning of ESP by deaf students, as well as to bring some orientations for future language teachers who may have to teach English in similar contexts. / Esta pesquisa tem como foco a aprendizagem colaborativa de inglês instrumental por dez alunos surdos do curso de Letras: Libras da Universidade Federal de Goiás, durante um semestre letivo de 2014. Busca também investigar se a colaboração pode favorecê-los na aprendizagem dessa língua e quais as estratégias utilizadas pela professora e pelos alunos para esse fim, além de registrar as percepções da professora sobre o processo de aprendizagem de língua inglesa pelo surdo em uma sala de aula inclusiva e as percepções dos alunos surdos sobre a aprendizagem colaborativa. Trata-se de um estudo de caso qualitativo com princípios etnográficos em que os dados foram coletados por meio de gravação em vídeo e áudio, notas de campo, diário da professora, notas explicativas da professora e entrevistas e foram analisados segundo os pressupostos da teoria sociocultural e da aprendizagem colaborativa. Os resultados apontam para o fato de que o ensino de inglês instrumental, numa perspectiva inclusiva em que, numa mesma turma, há alunos surdos e ouvintes, faz com que algumas estratégias de ensino que são muito eficientes para alunos ouvintes não se mostrem tão eficazes para alunos surdos e, da mesma forma, estratégias eficazes para alunos surdos se mostrem desnecessárias para alunos ouvintes. Os resultados também mostram que as oportunidades de interação dos alunos surdos com os alunos ouvintes são restritas, visto que a maioria dos ouvintes não sabe língua de sinais. Entre os surdos, porém, a interação foi intensa, propiciando o uso de estratégias para transpor, de forma colaborativa e por meio de andaimes, as dificuldades encontradas no processo de aprendizagem do inglês instrumental. Com este estudo, pretendo suscitar reflexões sobre a aprendizagem de Inglês Instrumental por alunos surdos, bem como trazer algumas orientações para futuros professores de línguas que venham a ter de ensinar inglês em contextos semelhantes.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-18T11:07:06Z No. of bitstreams: 2 Tese - Claudney Maria de Oliveira e Silva - 2017.pdf: 5163296 bytes, checksum: 4eb388ffea0b247060ccc559b8999013 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-18T11:07:29Z (GMT) No. of bitstreams: 2 Tese - Claudney Maria de Oliveira e Silva - 2017.pdf: 5163296 bytes, checksum: 4eb388ffea0b247060ccc559b8999013 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-05-18T11:07:29Z (GMT). No. of bitstreams: 2 Tese - Claudney Maria de Oliveira e Silva - 2017.pdf: 5163296 bytes, checksum: 4eb388ffea0b247060ccc559b8999013 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-30 / This study focuses on the collaborative learning of English for Specific Purposes (ESP) by ten deaf students who took Libras as a major at Universidade Federal de Goiás. It also aims to investigate if collaboration can help them learn this language and what strategies were taken by the teacher and the students to reach this goal. It also investigates the perceptions of the teacher about the learning of ESP by the deaf in an inclusive classroom and the perceptions of the deaf students about the collaborative learning process. It is a qualitative case study with ethnographic principles whose data were collected through video and audio recording, field notes, teacher's diary, teacher's explanatory notes and interviews and were analyzed according to the tenets of sociocultural theory and collaborative learning. Data analysis shows that some teaching strategies that are very effective for hearing students prove to be not so efficient for the deaf students and, likewise, effective strategies for deaf students are unnecessary for hearing students. The results also show that deaf students have very little interaction with hearing students since most listeners do not know libras. Among the deaf, however, the interaction was intense and provided them with strategies to overcome, in a collaborative way and through the use of scaffoldings, the difficulties they faced in the process of learning ESP. This study aims to raise reflections on the learning of ESP by deaf students, as well as to bring some orientations for future language teachers who may have to teach English in similar contexts. / Esta pesquisa tem como foco a aprendizagem colaborativa de inglês instrumental por dez alunos surdos do curso de Letras: Libras da Universidade Federal de Goiás, durante um semestre letivo de 2014. Busca também investigar se a colaboração pode favorecê-los na aprendizagem dessa língua e quais as estratégias utilizadas pela professora e pelos alunos para esse fim, além de registrar as percepções da professora sobre o processo de aprendizagem de língua inglesa pelo surdo em uma sala de aula inclusiva e as percepções dos alunos surdos sobre a aprendizagem colaborativa. Trata-se de um estudo de caso qualitativo com princípios etnográficos em que os dados foram coletados por meio de gravação em vídeo e áudio, notas de campo, diário da professora, notas explicativas da professora e entrevistas e foram analisados segundo os pressupostos da teoria sociocultural e da aprendizagem colaborativa. Os resultados apontam para o fato de que o ensino de inglês instrumental, numa perspectiva inclusiva em que, numa mesma turma, há alunos surdos e ouvintes, faz com que algumas estratégias de ensino que são muito eficientes para alunos ouvintes não se mostrem tão eficazes para alunos surdos e, da mesma forma, estratégias eficazes para alunos surdos se mostrem desnecessárias para alunos ouvintes. Os resultados também mostram que as oportunidades de interação dos alunos surdos com os alunos ouvintes são restritas, visto que a maioria dos ouvintes não sabe língua de sinais. Entre os surdos, porém, a interação foi intensa, propiciando o uso de estratégias para transpor, de forma colaborativa e por meio de andaimes, as dificuldades encontradas no processo de aprendizagem do inglês instrumental. Com este estudo, pretendo suscitar reflexões sobre a aprendizagem de Inglês Instrumental por alunos surdos, bem como trazer algumas orientações para futuros professores de línguas que venham a ter de ensinar inglês em contextos semelhantes.

Située dans une perspective d’anglais de spécialité et adoptant des outils d’analyse de discours, cette thèse vise à contribuer à la caractérisation du discours environnemental entendu comme un discours spécialisé. Résultat d’une conception changée de notre environnement, les mouvements de pensée, les pratiques et les discours qui se développent dans le but de sa protection, préservation ou régénération font partie du domaine spécialisé environnemental. Ce domaine émergent, ainsi que ses composants principaux, sont définis dans cette thèse.La première partie de notre thèse présente une vision globale du domaine et de son discours. Les concepts centraux de mouvement environnemental, d’environnementalisme, d’écologie et d’écologisme y sont analysés. Nous offrons ensuite une définition du concept de discours environnemental en partant du contenu des travaux faits par différents auteurs sur cet objet et en aboutissant à la prise en compte de ses spécificités grâce aux outils élaborés dans le cadre des études d’anglais de spécialité. La deuxième partie s’attache plus particulièrement aux discours et aux pratiques des organisations au Royaume-Uni. Dans ce contexte culturel particulier, nous présentons les principales organisations qui ont un rôle à jouer dans le domaine environnemental et décrivons leurs principaux discours de communication dans le domaine en nous interrogeant notamment sur les nouveaux genres de discours, les termes spécialisés et les pratiques discursives récurrentes. L’organisation interne du domaine est également considérée avec la présentation d’une typologie des organisations et des relations entretenues entre elles ainsi que du rôle et de la spécificité des experts dans le domaine. Cette étude est complétée dans une troisième partie par une analyse descriptive d’un genre de discours jouant un rôle prééminent dans le domaine : les rapports sur la responsabilité sociale des organisations. Après avoir présenté son contexte d’apparition et sa fonction principale, nous nous interrogeons sur la représentation des acteurs du domaine offerte par l’étude de ce genre puis sur les phénomènes de normalisation générique de ces rapports d’un point de vue diachronique. / With an English for Specific Purposes perspective and adopting the methodological tools of discourse analysis, this thesis explores the characteristics of environmental discourse considered as a specialized type of discourse. As a result of a change of conception of our environment, the trends of thinking, the practices and discourses that are developing, with the aim of contributing to the protection, preservation, or regeneration of the environment have become part of the specialized domain referred to as environmental. This emerging domain and its main components are defined in this thesis.The first part of the thesis presents a global vision of the domain and of its discourse. The central concepts of the environmental movement, environmentalism, ecology and ecologism are analyzed. A definition of the concept of environmental discourse is then offered, starting with the presentation of the content of various authors' work on the object and concluding with the identification of its specificities thanks to tools elaborated in the French school of English for Specific Purposes. The second part of the thesis is devoted to the discourses and practices of organisations in the UK. We present, within this specific cultural context, the main organisations that have a role to play in the environmental domain and describe their principal environmental communication discourses with a particular focus on new genres, specialized terms and recurrent discursive practices. The internal organisation of the domain is also considered with the presentation of a typology of organisations, of the relations they maintain as well as of the role and specificities of environmental experts.The study is completed in a third part by a descriptive analysis of a genre that plays a decisive role in the domain: reports on corporate social responsibility. After having presented the context in which this type of report emerged and its main function, we question the way these reports represent the main actors of the domain and the existence and influence of generic norms in a diachronic perspective.

Cette recherche consiste à étudier les réalités de l’anglais pour spécialistes d’autres disciplines dans l’enseignement supérieur tunisien ainsi que les enjeux qui en résultent. Ainsi, la situation d’enseignement/apprentissage de cette discipline est mise en évidence dans le contexte tunisien à travers les entretiens et les questionnaires réalisés sur le terrain. Ces enquêtes ont été menés en collaboration avec les acteurs locaux de cette discipline (doyens, enseignants, étudiants) des universités offrants différentes sortes de formation tels que la santé (médecine et pharmacie), science et technologie, droit et commerce. Ces institutions sont choisis dans différentes zones géographiques du pays pour être représentatifs le plus possible. Ce travail permet de mettre à jour et analyser, en mobilisant des méthodes d’enquête qualitative et quantitatives, un ensemble diversifié de données (notamment représentations des acteurs : responsables universitaires, enseignants de langue, étudiants). Cette recherche nous permet d’analyser également les enjeux pédagogiques et politiques de la formation en anglais et souligner l’importance de la formation des enseignants d’anglais du secteur LANSAD. Enfin, l’analyse de la situation d’enseignement/apprentissage de l’anglais pour spécialistes d’autres disciplines en Tunisie nous permet d’identifier les lacunes qui sont à améliorer. À cet égard, des recommandations sont formulées. / The present dissertation sheds light on the realities of English for specific purposes in the Tunisian higher education as well as the resulting stakes. Thus, the situation of ESP education is highlighted in the Tunisian context through interviews and questionnaires conducted in the field. The surveys were conducted with the collaboration of local deans, teachers and students of universities with different specialities such as health (medicine and pharmacy), science and technology, law and commerce. These institutions are selected from different geographical areas of the country to be as representative as possible. This work helps to update and analyze, by the means of methods of qualitative and quantitative survey, a diverse set of data (related essentially to deans, language teachers and students). The present dissertation allows us also to analyze the pedagogical and political stakes related to English language training and emphasize the importance of ESP teachers’training. Finally, the analysis of the situation of ESP education in Tunisia allows us to identify the obstacles that need to be overcome. In this respect, recommendations are made.

Cette thèse en anglais de spécialité s’inscrit dans le champ de l’étude des domaines spécialisés et de leurs discours en contexte anglophone. La recherche entreprise contribue à la caractérisation de l’anglais de l’alpinisme par l’étude du domaine spécialisé des guides de haute montagne états-uniens. Dans cet objectif, nous élaborons un modèle de caractérisation des domaines spécialisés et de leurs discours et nous le testons. La première partie présente notre cadre théorique et notre méthodologie de recherche. Elle s’ouvre par une réflexion épistémologique sur la posture du chercheur et sur son objet de recherche, avant de s’intéresser à l’approche du domaine spécialisé, puis au cadre méthodologique. La deuxième partie aborde la caractérisation du domaine spécialisé en contexte états-unien. Elle débute par une perspective historique sur l’alpinisme aux États-Unis. La communauté professionnelle des guides de haute montagne et les enjeux de leur pratique professionnelle font ensuite l’objet d’une analyse. La troisième partie propose une caractérisation des discours du domaine spécialisé de l’alpinisme. Nous identifions tout d’abord les outils mobilisables pour l’analyse des discours spécialisés, avant d’entreprendre une analyse terminologique de l’anglais de l’alpinisme et de tenter de dresser une typologie des genres du discours spécialisé écrit. / This dissertation focuses on English for Specific Purposes and, more particularly, on the study and characterization of specialized professional domains and their discourses in English-speaking countries. It is a contribution to the characterization of mountaineering English, via the study of the specialized domain of American mountain guides. To this end, a model for the characterization of specialized domains and their discourses was designed and tested. Part 1 presents the theoretical and methodological framework of this research. It begins with an epistemological reflection on the status of the researcher and his/her object, and then moves on to the description of the process by which specialized domains can be studied, based on a consideration on the methodological framework, and more particularly, on the nature and value of fieldwork. Part 2 focuses on the characterization of the specialized professional domain of mountain guiding and begins with a historical account of mountaineering in the US. It deals with the training and work of professional mountain guides and aims to identify and analyze the stakes for the profession today. Part 3 attempts to characterize the discourse of mountaineering and mountain guiding. Some features of this specialized discourse are discussed, from a terminological point of view, and finally, a typology of the different written genres of the specialized discourse is proposed.

Cette thèse porte sur la caractérisation du milieu des think tanks aux États-Unis à travers l’étude de leur discours et de leur culture professionnelle dans le cadre d’une recherche en anglais de spécialité. L’objectif est de démontrer que ce milieu hétérogène peut être envisagé comme un milieu spécialisé, caractérisé par un discours et une culture spécifiques qui répondent aux impératifs de son objectif d’influence. Dans une première partie, nous exposons les fondements épistémologiques de la thèse : nous présentons les défis soulevés par l’étude de cet objet du point de vue de la recherche en anglais de spécialité, et proposons une approche de sa spécialisation fondée sur sa raison d’être. Une définition opératoire est élaborée, et le cadre méthodologique de la thèse à la croisée de l’histoire institutionnelle et politique des États-Unis, de l’ethnographie, de l’analyse du discours et de la pragmatique est exposé. La deuxième partie porte sur les modalités notamment culturelles de la spécialisation ; nous montrons comment le milieu s’est structuré en réponse à un besoin d’expertise dans la société américaine, et s’organise autour de missions, pratiques, valeurs et genres communs. Une topographie de ces genres est proposée pour éclairer les modalités communicationnelles de la stratégie programmatique des think tanks. La troisième partie explore les modalités discursives de cette stratégie dans deux genres, les blogs et les policy briefs, pris individuellement, puis en vis-à-vis ; l’analyse des modules péritextuels, structurels et interpersonnels révèle un ensemble de choix argumentatifs qui reflètent les enjeux de captation et de crédibilité de l’intervention des experts. / This dissertation aims to characterize the milieu of think tanks in the United States through their discourse and professional culture from the French point of view of research on English for Specific Purposes. We contend that this heterogeneous milieu may nonetheless be considered a specialized milieu, as its discourse and its culture are shaped by its programmatic aim. Part 1 presents the epistemological foundations of our research: it sheds light on the theoretical challenges raised by the study of think tanks in the framework of English for Specific Purposes and offers an approach to specialization based on its raison d’être. We suggest a working definition for the milieu and explain the methodology for this study situated at the crossroads between US institutional and political history, ethnography, the French approach to discourse analysis, and pragmatics. Part 2 focuses on the cultural manifestations of think tanks’ programmatic aim; it shows how the milieu has crystallized in response to a need for expertise in US society and is characterized by similar aims, practices, values and genres. A topography of these genres is offered to cast light on the milieu’s discursive strategy. Part 3 explores the discursive manifestations of this strategy and concentrates on two genres, blog posts and policy briefs, which are studied first individually and then jointly. The analysis of peritextual, structural and interpersonal modules reveals the argumentative choices experts make to remain credible and attractive in the marketplace of ideas.

Translation in Teaching English for Specific Purposes at the Tertiary Level The purpose of this thesis is to explore translation as an aid to language teaching from various perspectives relevant to English for Specific Purposes (ESP) classes at the tertiary level of education. Our intention is to offer the option of incorporating translation activities within ESP courses at universities. The research presented in the thesis is relevant to the context of English as a foreign language, taught in a linguistically homogeneous environment to adult learners of ESP at a tertiary level, with a particular focus on English for legal purposes. The research questions dealt with in this thesis are as follows: 1. Can translation contribute to effective learning of English for Specific Purposes? 2. If the answer to the first question is 'yes,' what forms of translation activities are best suited to make such a contribution? 3. Is translation currently used in courses of English for Specific Purposes, and, more specifically, in courses of English for law taught in the Czech Republic? If so, how is it used? 4. What are learners' perceptions of translation activities? The first two questions are answered through a review of the relevant literature. The third question is answered through semi-structured interviews...

<p>Predmet ove disertacije je analiza potreba kao neophodni &ndash; prvi korak, pre izrade kursa engleskog jezika za oblast tehnolo&scaron;ke i inţenjerske struke. Kako je sa razvojem nastave jezika struke do&scaron;lo do objedinjavanja vi&scaron;e faktora u samom procesu analize potreba &ndash; analize jezika struke, analize ciljne situacije, analize trenutnog nivoa znanja polaznika kao i analize nastavnog konteksta, analiza potreba je u ovoj disertaciji sagledana sa svih pomenutih aspekata, a istraţivanje je obavljeno u dve faze. U prvoj fazi je ispitana analiza trenutnog stanja u vezi sa upotrebom i nastavom engleskog jezika sa aspekta studenata i predavaĉa engleskog jezika na tehnolo&scaron;kim fakultetima u Srbiji. S druge strane, sprovedena je i analiza potreba u vezi sa upotrebom engleskog jezika zaposlenih inţenjera tehnologije. Rezultati, koji su obraĊeni kvantitativnom metodom su pokazali nedovoljnu zastupljenost engleskog jezika struke i sa aspekta studenata i sa aspekta predavaĉa. Kada je u pitanju upotreba engleskog jezika zaposlenih inţenjera, rezultati su ukazali na potrebu za ĉestim kori&scaron;ćenjem engleskog jezika za potrebe svog posla, kao i na vaţnost znanja engleskog jezika radi veće uspe&scaron;nosti u poslu, posebno istiĉući jeziĉke ve&scaron;tine ĉitanja i usmene i pismene komunikacije.<br />Uzimajući u obzir dobijene rezultate analize potreba, pristupilo se izradi kursa engleskog jezika za potrebe studenata tehnologije, koji je trebalo da bude usklaĊeniji sa ispitanim potrebama budućih tehnologa i koji je bio ponuĊen eksperimentalnoj grupi studenata. Provera efikasnosti i svrsishodnosti<br />novog kursa izvr&scaron;ena je u drugom delu istraţivanja, sa jedne strane kvantitativnom metodom, poreĊenjem rezultata testa postignuća izmeĊu studenata iz eksperimentalne i kontrolne grupe, a sa druge strane kvalitativnom metodom iz intervjua sa studentima. Rezultati testa postignuća su pokazali znaĉajno veću uspe&scaron;nost kumulativnog broja poena studenata iz eksperimentalne grupe (ukupna ocena 8,8) u odnosu na kontrolnu grupu studenata (6,77), &scaron;to je potvrĊeno i poreĊenjem pojedinaĉnih kriterijuma gde je u svim sluĉajevima ustanovljena statistiĉki znaĉajna razlika (p&lt;0,0001). Rezultati, dobijeni kvalitativnom metodom, su potvrdili vaţnost jezika struke u nastavi na fakultetu, posebno ukazujući na faktor motivacije, koji je u direktnoj vezi sa zastupljenosti jezika struke. &Scaron;to se tiĉe efikasnosti novog kursa, studenti su ukazali na vaţnost nastavnog materijala koji je neophodno da bude usmeren ka njihovoj budućoj struci, veću uĉestalost provere napretka studenata kao i na vaţnost afektivnih faktora (nastavnik, rad u grupama, atmosfera na ĉasu). Studenti su istakli ulogu nastavnika kao nekoga ko ih vodi kroz gradivo, a da pri tome nema dominantnu ulogu; rad u malim grupama im je omogućio veću slobodu da iznesu svoje mi&scaron;ljenje i uĉestvuju na ĉasu, a poţeljnu atmosferu na ĉasu su opisali kao opu&scaron;tenu a pri tome ipak radnu. Rezultati istraţivanja su pokazali da kursevi koji su bazirani na sprovedenoj analizi potreba daju bolje rezultate na testu i pokazuju veću motivaciju i veće jeziĉke kompetencije kod studenata, &scaron;to je jo&scaron; jedna potvrda teze o neophodnosti analize potreba kao koraka koji prethodi izradi EJS kursa.</p> / <p>This dissertation deals with needs analysis as a<br />necessary, first step before EST course design. Since<br />ESP teaching development covers numerous factors<br />in needs analysis &ndash; target situation analysis, discourse<br />analysis, present situation analysis and teaching<br />context analysis, needs analysis in this dissertation is<br />viewed from all of the mentioned aspects while the<br />research is conducted in two phases.<br />In the first phase, present situation analysis is<br />performed regarding use and teaching process from<br />the point of view of technology students and English<br />teachers. In parallel, needs analysis concerning the<br />English language use is also performed from the<br />employed technology engineers. The results obtained<br />and processed by quantitative methods showed poor<br />frequency of English for specific purposes in the<br />teaching process from the aspect of students and<br />English language teachers. Concerning English<br />language use by the employed technology engineers,<br />the results showed frequent English language use for<br />professional purposes as well as the importance of<br />English language competence for better performance<br />at work, especially emphasizing reading,<br />communicative and writing skills.<br />By taking into account the obtained needs<br />analysis results, a new course is designed for<br />technology students&rsquo; purposes more adapted to the<br />needs of future technologists, which was<br />subsequently offered to experimental group of<br />students. The assessment of the efficiency and<br />purposefulness of a new course is performed in the<br />second phase of the research, first by the quantitative<br />method, comparing the achievement test results of<br />experimental and control group of students, and then<br />by qualitative method from student interviews.<br />The results of the achievement tests showed<br />significant success in cumulative points of students<br />in experimental group (total grade 8,8) in relation to<br />control group (6,77), which was also confirmed by<br />the comparison of individual criteria in which<br />statistical significant difference is obtained<br />(p&lt;0,0001).<br />The results obtained by the qualitative method<br />confirmed the importance of English for specific<br />purposes in the teaching process at the faculty,<br />pointing out a motivation factor in direct relation to<br />frequency of English for specific purposes.<br />Regarding the efficacy of the new course, the<br />students emphasized the importance of teaching<br />material that should necessarily be focused on their<br />future profession, more frequent student achievement<br />tests as well as the importance of affective factors<br />(teacher, group work, class atmosphere). The<br />students also emphasized the teacher&rsquo;s non-dominant<br />role as a facilitator; as well as group work that<br />provides them more freedom to express their opinion,<br />and the preferred class atmosphere relaxed yet also<br />hard-working.<br />The research results showed that the courses<br />based on performed needs analysis give better results<br />at the achievement test, better motivation and higher<br />language competences of students that confirm the<br />thesis of necessary needs analysis as a pre-course<br />procedure.</p>

O presente trabalho nasceu da investigação sobre um projeto de ensino de estratégias desenvolvido por uma escola de idiomas, que oferece cursos de Inglês para fins específicos, em empresas, para alunos cujos cargos envolvem áreas operacionais nos setores do turismo. Entendia-se que o projeto auxiliaria os alunos no desenvolvimento do exercício de aprender a aprender (a metacognição) e da auto-regulação. A análise dos dados partiu dos questionários respondidos por 60 alunos antes e depois da execução do projeto. Buscavam-se, entre os dados analisados, indicadores da repercussão do projeto com os alunos, bem como informações mais abrangentes que auxiliassem na compreensão desse aluno adulto e de suas características como aprendiz. Diante das respostas obtidas nos questionários, puderam ser observados dados quantitativos como o crescimento de índices na freqüência de utilização das estratégias, e a evolução dos alunos indicada em sua auto-avaliação, apontando a eficácia dos resultados alcançados pelo projeto. No entanto, foi na análise das perguntas abertas que se encontraram as informações mais relevantes sobre esse adulto aprendiz, informações essas que demonstravam as diferentes representações que esses sujeitos fazem do que é saber e aprender Inglês. Ao se deparar com essas informações escolheu-se utilizar como modelo teórico-metodológico para a análise a Teoria dos Modelos Organizadores do Pensamento, assumindo a complexidade desse sujeito aprendiz. Os modelos aplicados pelos sujeitos pesquisados demonstram que sua motivação para estudar Inglês incorpora representações acerca do que é saber Inglês e de como esse processo se dá, fazendo surgir em seus depoimentos suas crenças e valores acerca desses temas. Essas representações estão ligadas prioritariamente ao papel da escola nesse processo ou à repercussão do aprendizado na atuação profissional. O desempenho lingüístico permeia esses dois campos, com concepções diferentes em cada um deles. A presente pesquisa, que se constitui como um estudo de caso, tem a expectativa de, por meio da investigação dessas representações, poder contribuir para o entendimento desse adulto aprendiz, suas características e as motivações que o levam a querer aprender Inglês. / This research was originally planned to investigate about a learning strategy training project developed by a language institute that offers in company ESP courses to adults in operational areas of the tourism industry. The project aimed at helping students develop metacognition and self-regulation. The data gathered consisted of questionnaires answered by 60 students before and after the project conduction. Indications about the repercussion of the project among the students and information that could help understand these students and their characteristics as learners were sought in the data analysis. Through quantitative data analysis, the researcher found an increase in the use of strategies, as well as a significant change in students self-evaluations, which indicated that the project had accomplished some positive results. Nevertheless, the open-ended questions brought even more relevant information about these learners, for they showed the different representations students have of what it is to learn and to know English. Due to the complexity of the subject-learner, the research uses the Theory of the Organizing Models of the Thought as a theoretical-methodological approach. The models found in the analysis indicate that learners motivation to study English carry the influence of their representations of what it is to learn English and how the learning process happens. The study analyzed their beliefs and values as well, hoping to contribute for a better understanding of these learners, their characteristics and their motivation to learn English. These representations are mainly linked to the schools role in the learning process or the repercussion of knowing a second language for professional performance. The concept of linguistic ability is present in both groups in different ways. The research hopes to contribute to the understanding of this adult learner, his/her characteristics and the motivational aspects that drive him/her to learn English.

Made available in DSpace on 2016-04-28T18:22:57Z (GMT). No. of bitstreams: 1 Renata Mendes Simoes.pdf: 1583071 bytes, checksum: b2dfb5b69b92ceadf64ea28788255342 (MD5) Previous issue date: 2014-11-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at investigating how an English for Specific Purpose one-to-one course, mainly focused on the speaking skill, meets the students learning needs and prepares them to take the TOEFL iBT test (Test of English as a Foreign Language Internet-based Test). The study is grounded on the theoretical principles about English for Specific Purposes as supported by Hutchinson and Waters (1987); Dudley-Evans and St. John (1998); Ramos (2004, 2009); Belcher (2009); Basturkmen (2010); needs analysis according to Hutchinson and Waters (1987); Dudley-Evans and ST. John (1998); Long (2005); task-based teaching as proposed by Willis (1996); Willis and Willis (2001, 2007); Ellis (2003, 2005); Skehan (2003); Nunan (2004); course design and material development according to Hutchinson and Waters (1987); Dudley Evans and St. John (1998); Graves (2000); Tomlinson (2001, 2003); and language assessment as defended by McNamara (2000) and Scaramucci (2004, 2009, 2011). Methodologically, this research is considered a case study (STAKE, 1998; JOHNSON, 1992), and it made use of the following instruments for data collection: questionnaires in the beginning of the course to identify the students profiles, and at the end of the course to learn about the students perceptions as to their progress; audio recording of two speaking tasks on the first and last day of class; teacher-researcher s diaries at the end of every class containing the students perceptions of their performance in class. The results revealed the students satisfaction regarding the course methodology and material, as well as the perception of reading and listening skills improvement. It was interesting to note that, although the main focus of the course was on the speaking skill, the perception of improvement of the writing skill was higher than that of the speaking skill. The students narratives also indicated the importance of teacher-student interaction and praised the attention given by the teacher to their emotional aspects. This work aims at bringing contributions not only to ESP course teachers and to those who work with language assessment, but also to the research field as it lacks studies related to the speaking skill and private classes / Este trabalho tem por objetivo investigar como um curso de Inglês para Fins Específicos, com priorização na produção oral, realizado por meio de aulas particulares, atende as necessidades de aprendizagem de alunos e os capacita a prestar o exame TOEFL iBT (Test of English as a Foreign Language Internet-based Test). O referencial teórico englobou os conceitos sobre Inglês para Fins Específicos de acordo com Hutchinson e Waters (1987); Dudley-Evans e St. John (1998); Ramos (2004, 2009); Belcher (2009); Basturkmen (2010); análise de necessidades conforme proposto por Hutchinson e Waters (1987); Dudley-Evans e ST. John (1998); Long (2005); ensino baseado em tarefa segundo Willis (1996); Willis e Willis (2001, 2007); Ellis (2003, 2005); Skehan (2003); Nunan (2004); desenho de curso e desenvolvimento de materiais à luz de Hutchinson e Waters (1987); Dudley Evans e St. John (1998); Graves (2000); Tomlinson (2001, 2003); e avaliação de línguas conforme defendido por McNamara (2000) e Scaramucci (2004, 2009, 2011). Este trabalho, caracterizado como estudo de caso (STAKE, 1998; JOHNSON, 1992), utilizou para coleta de dados os seguintes instrumentos: questionários no início do curso para investigar o perfil do aluno, e ao final do curso, para identificar as percepções dos alunos quanto a seu progresso; gravação em áudio no primeiro e no último dia de aula de duas tarefas de produção oral; diários da professora-pesquisadora ao final de cada aula com as percepções do aluno referente ao desempenho em aula. Os resultados revelaram a satisfação dos alunos quanto à metodologia e material didático empregados no curso e a percepção da melhora na compreensão oral e escrita. Foi interessante notar que, embora o curso tivesse mantido o foco principal na produção oral, a percepção de melhora da produção escrita foi superior à melhora da produção oral. Os relatos dos alunos também indicaram a importância da interação professora-aluno e a atenção dada pela professora ao aspecto emocional dos alunos para essa percepção de melhora. Este trabalho pretende trazer contribuições não só para aqueles que lecionam em cursos de Inglês para Fins Específicos e trabalham com avaliações de língua, mas também para o campo de estudos por ser este ainda carente de pesquisas sobre aulas particulares e produção oral