Orientador: Marilda do Couto Cavalcanti / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-25T12:40:46Z (GMT). No. of bitstreams: 1 Silva_MariaAparecidaCaltabianoMagalhaesBorgesda_D.pdf: 5899230 bytes, checksum: bba5005a30dd547fd022ba2117646a38 (MD5) Previous issue date: 1999 / Resumo: O objetivo desta pesquisa é investigar a interação que ocorre entre os membros de um determinado grupo de adultos, aprendizes da língua inglesa, focalizando a interrelação entre os momentos de verdade e faz-de-conta em aulas comunicativas. O foco da investigação é uma escola de línguas de São Paulo, capital. A pesquisadora, matriculada como aluna regular, acompanhou e fez parte de um grupo de adultos freqüentando os estágios correspondentes aos níveis 8 e 9 (intermediário), durante o período de junho a novembro de 1994. A presente pesquisa, de natureza etnográfica, utilizou os seguintes instrumentos para coleta de registros: gravação em áudio, notas de campo, diários e entrevistas informais feitas com os alunos participantes do grupo-foco de estudo e com professores responsáveis pelo curso e pelo treinamento dado pela escola. Para análise dos dados, foram utilizados como base teórica, estudos de autores como Widdowson (1978, 1979), Breen e Candlin (1980), Canale. e Swain (1980), Swan (1985), Almeida Filho (1993), entre outros, sobre a abordagem comunicativa, atualmente proposta para o ensino de línguas estrangeiras e trabalhos sobre interação social de Erving Goffman, destacando conceitos de papéis (1981) e preservação da face (1967) para a análise da interação na sala de aula / Abstract: This research aims at discussing some aspects related to the language teaching and learning process, analysing the interaction occurring among a group of adult learners in the English language classroom. Taking into account that the classes are considered communicative, the analysis focuses on the authenticity of the interaction among the group, analyzing some simulated and non-simulated situations. The data were collected in a private language schoollocated in São Paulo. The researcher attended the classes as a regular student from June to November in 1994. Being na ethnographic research, the following procedures were used: the classes were audio recorded, fieldnotes were taken and some informal interviews were made with the participants: teachers and students. The analyses were based on some works of Widdowson (1978, 1979), Breen and Candlin (1980), Canale e Swain (1980), Swan (1985), A1meida Filho (1993) about communicative approach. Studies in the social interaction area, as made by Goffman (1967, 1981), were also aken in account in order to analyze the interaction in the English language classroom / Doutorado / Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira / Doutor em Linguística Aplicada

[pt] Esta dissertação tem por objetivo analisar, a partir dos conceitos de contexto e identidade nacional, os parâmetros norte- americanos para aprendizagem de língua estrangeira - Standards for Foreign Language Learning - conhecido como os 5 Cs do ensino de línguas estrangeiras, documento elaborado pelas principais associações e conselhos de ensino de LE dos Estados Unidos da América, . Esta análise tem como eixo orientador o relato de uma experiência de ensino de português, por um ano letivo, em Boston College, com o qual busca-se perceber as implicações das propostas do documento para o desenvolvimento de um programa de ensino de português como língua estrangeira - PLE. / [en] This dissertation aims to analyze through the concepts of context and cultural identity the Standards for Foreign Language Learning, a document elaborated for the development of national content standards for foreign language education in the United States of America, as a collaborative project of ACTFL and eight others important foreign language associations. The analysis is oriented by the description of a two semester experience of teaching Portuguese as foreign language at Boston College. Such description intends to point out the implications of the document for the development of a Portuguese as foreign language curriculum.

[pt] O objetivo deste estudo é identificar gêneros discursivos (Johns 1997, 2002) em livros didáticos de ensino de inglês destinados a alunos iniciantes, e analisar as suas representações nestes materiais. A partir do pressuposto teórico de que toda comunicação só se faz possível através de algum gênero discursivo (Bakhtin, [1979] 2000; Kress, 1993; Meurer, 2000), nesta dissertação consideramos que o ensino de uma língua estrangeira deve também se basear no desenvolvimento da competência no uso de gêneros (Parâmetros Curriculares Nacionais, 1996). Com foco nestas questões, este trabalho analisa três livros didáticos de inglês de nível iniciante, os quais foram selecionados de acordo com parâmetros relativos à variedade de inglês representada, ao público alvo, ao uso em instituições do Rio de Janeiro, às editoras e datas de publicação. A identificação e análise da freqüência dos gêneros do discurso escrito foram feitas a partir de atividades de leitura e escrita, por estas configuraremse como locais prováveis para sua apresentação nos livros didáticos para ensino de línguas. Os resultados da pesquisa indicam que há poucos gêneros da escrita representados nos livros didáticos de inglês para iniciantes, havendo predominância de tipos textuais (Marcuschi, 2002); além disso, quando estão representados, seu formato ou convenções lingüísticas são, muitas vezes, diferentes do seu uso. Quanto à inclusão dos gêneros em atividades de escrita e leitura, a análise mostrou que eles são mais freqüentes nas últimas, e que nas atividades de escrita têm como função o reforço de pontos gramaticais. Os textos propostos nestas atividades são geralmente compatíveis com o modelo de processamento de escrita baseado apenas na reprodução do conhecimento (knowledge telling), caracterizando-se como textos curtos e simples, sem exigir a transformação do conhecimento (knowledge transforming) (Bereiter & Scardamalia, 1987). Estes resultados indicam que conhecimentos prévios, ligados ao uso de gêneros discursivos em língua materna, são pouco considerados no ensino da língua estrangeira e que o ensino de inglês para iniciantes ainda não tem como foco principal os gêneros discursivos. As implicações pedagógicas desta pesquisa remetem à necessidade de se refletir sobre o papel do livro didático, uma vez que ele é o canal que possibilita que múltiplos gêneros sejam levados à sala de aula. Discute-se também a necessidade de uma atitude críticoreflexiva do professor face ao uso deste livro didático de inglês no ensino de gêneros. / [en] The purpose of this study is to identify discourse genres (Johns, 1997; 2002) in English course books for elementary students and to analyze their representation in these materials. Based on the assumption that communication is only possible through discourse genres (Bakhtin, 2000; Kress, 1993; Meurer, 2000), in this dissertation we consider that foreign language teaching should also take the development of genre competence as an essential point (National Curriculum Parameters - PCN, 1996). In order to investigate these issues, this research analyzes three English course books for elementary students which were selected according to variety of English, target audience, adoption in Rio de Janeiro language schools, publishers and date of publication. Written discourse genre identification and frequency analysis were performed in reading and writing activities which were considered as probable sites for genre presentation in English teaching course books. Results of this research indicate that there are few written genres represented in the analyzed elementary books, with a higher frequency of text types (Marcuschi, 2002). In these representations, however, genre format and linguistic conventions are many times not in accordance with actual genre use. Concerning the presentation of genres in reading and writing activities, the analysis has shown that they are more frequent in the former, and used as grammar reinforcement in the latter. In addition, texts observed in these activities were characterized as compatible with the knowledge telling model of the writing process (Bereiter & Scardamalia, 1987), being short and simple, not requiring any knowledge transforming. These results point towards the conclusion that students´ previous knowledge of genre use in their native language is scarcely taken into consideration in the teaching of a foreign language and that the teaching of English for beginners is not yet focusing on discourse genres. Pedagogical implications of this research indicate the need to reflect upon the role of the course book in teaching, once it is the channel that enables multiple genres to be taken into classrooms. The need for teachers´ critical and reflective attitude towards the use of English course books in the teaching of genres is also discussed.

Notre thèse étudie les principaux aspects liés à l’enseignement du français sur objectifs spécifiques, en particulier à la terminologie juridique. Dans ce contexte, elle dresse une analyse visant l’élaboration d’un Dictionnaire Terminologique d’Apprentissage des Droits de l’Homme [DTADH]. La didactique des langues étrangères fait face à un réel besoin d’études terminographiques. Par cette recherche, nous souhaitons contribuer à l’élaboration des méthodes de sélection des termes grâce aux avancées de la linguistique computationnelle. La thèse est structurée en quatre parties marquant une progression : La première partie traite des questions théoriques relatives aux problèmes d’optimisation de l’enseignement de terminologie, à la langue de spécialité et à l’élaboration de dictionnaires d’apprentissage dans un contexte de terminographie pédagogique. La deuxième partie est consacrée à l’étude du terme complexe et de ses caractéristiques, ainsi qu’aux problèmes de sa définition dans un dictionnaire. La troisième partie méthodologique aborde de nombreuses considérations terminologiques dans le domaine des Droits de l’Homme et propose des critères qualitatifs et quantitatifs de sélection des termes. La quatrième partie, s’orientant vers la pratique, illustre notre travail par l’élaboration d’un type de Dictionnaire Terminologique d’Apprentissage des Droits de l’Homme [français-russe] pouvant répondre aux besoins des professeurs et étudiants en tant que matériel susceptible de résoudre leurs problèmes de communication professionnelle. / Our thesis investigates the main aspects related to the language for special purposes, especially in legal terminology teaching. In this context, the analysis aims at elaborating of a Pedagogical Dictionary of Human Rights Terminology [DTADH]. The teaching of foreign languages is facing a real need for terminological studies.With this study we intend to improve the methods of term extraction through the computational linguistic approach. The thesis is structured in three parts marking a progression: The first chapter presents the theoretical issues about the optimization of the terminology teaching, the language for specific purposes and the making of dictionaries in the pedagogical lexicography perspective. Chapter two starts by describing the problem of the complex term, outline its main characteristics and looks at the problem of its definition. In chapter tree we propose quantitative and qualitative methods of terminology extraction and describe the field of the Human Rights. The thesis concludes with chapter four, where we describe the structure of the Pedagogical Dictionary of Human Rights Terminology as a suitable material, capable of solving the problem of professional communication.

Abstract: The aim with this study is to discuss teachers’ individual views and thoughts regarding working with pupils with reading problems in foreign language learning. The study is based on qualitative research and includes interviews with four working teachers at the upper secondary level at one school. The main focus is to illustrate strategies expressed by the teachers involved in this study concerning pupils and reading problems in foreign language learning. Some of the earlier studies done regarding this subject emphasize motivation as a good strategy to use in school in order to pay more attention to pupils and encourage them to do better. Furthermore, teachers should work with literature in a new way, thus making use of the new technology available such as computers and projectors. New technology would make education more appealing and allow pupils to be involved with literature in a new way, familiar to the pupils’ daily life activities. This study is done accordingly to the approach of two theories, namely phenomenography and reader-response theory. This study does not aim to show any right or wrong strategies from the teachers, it only assumes to show their own thoughts and views regarding this issue. Hopefully this study would help and bring new ideas to forthcoming teachers about reading disabilities and teaching strategies.

The English language has become an international language and is globally used as a lingua franca. Therefore, there has been a shift in English-language education toward teaching English as an interna-tional language (EIL). Teaching from the EIL paradigm means that English is seen as an international language used in communication by people from different linguistic and cultural backgrounds. As the approach to English-language education changes from the traditional native-speaker, target country context, so does the role of culture within English-language teaching. The aim of this thesis is to in-vestigate and analyse cultural representations in two Swedish EFL textbooks used in upper-secondary school to see how they correspond with the EIL paradigm. This is done by focusing on the geograph-ical origin of the cultural content as well as looking at what kinds of culture are represented in the textbooks. A content analysis of the textbooks is conducted, using Kachru’s Concentric Circles of English as the model for the analysis of the geographical origin. Horibe’s model of the three different kinds of culture in EIL is the model used for coding the second part of the analysis. The results of the analysis show that culture of target countries and "Culture as social custom" dominate the cultural content of the textbook. Thus, although there are some indications that the EIL paradigm has influ-enced the textbooks, the traditional approach to culture in language teaching still prevails in the ana-lysed textbooks. Because of the relatively small sample included in the thesis, further studies need to be conducted in order to make conclusions regarding the Swedish context as a whole.

This work is focused on cooperative learning in foreign language teaching. It brings knowledge about cooperative learning, about methods of didactics in foreign language and their suitability for using cooperative learning. It deals with the news that appeared in cooperative learning in a foreign language teaching. The research that is part of this work was qualitative and it was completed by quantitative research, too. The aim of the research was to understand the teachers' point of view and their opinion on cooperative learning in foreign language teaching. The outcome is finding teachers' attitude to cooperative learning in foreign language teaching and their attitude to including this kind of teaching in real teaching. Key words: cooperative learning, foreign language teaching, advantages of cooperative learning in foreign language teaching, disadvantages of cooperative learning in foreign language teaching

The purpose of this study was to describe and analyze the perceptions of mother tongue teachers regarding the effectiveness of teaching and various factors that may affect the effectiveness based on a phenomenological approach. For this purpose, ten interviews with mother tongue teachers were conducted. The results show that teachers have clear perceptions of what effectiveness is and use different methods to make teaching more effective. Three extensive categories that affect positively effectiveness were identified: personalized education, teacher leadership and motivation. The findings suggest that there are also factors that negatively affect effectiveness. These factors are teaching time and inappropriate scheduling, difficulty in forming reasonably large and homogeneous groups, inappropriate teaching facilities and lack of collegial learning. The results correspond to the latest research in the field. Overall, the results suggest the variety of perceptions about effectiveness and factors that can affect it.

Abstract In this thesis, I investigate pupils’, parents’, and prospective language teachers’ changing understandings of language learning and teaching. Change is considered from the ecological perspective where language learning and teaching are seen as complex, at times chaotic, and gradually emerging through collaborative action and participation. Characteristic to the strategy of nexus analysis, the author – in the dual role of an English teacher and researcher – conducted the research interviews, made observations and collected multiple data during a longer period of time. The multimodal data were acquired from school, home and university language teacher education settings. Based on the observations of pupil activity during an international, virtual language project, two Finnish 12-year-old pupils were selected as research cases due to their different coping abilities. The thesis comprises of four articles and a summary. The first article (i) describes the starting point of the research, how the observations during the school project engaged the language teacher’s further interest, especially to see more closely what was going on in the pupils’ free time in the family environment, and further how the research process developed towards nexus analysis. Article (ii) examines multimodal affordances in the home as a ‘proximal zone of development’ for family members’ language learning. Article (iii) investigates the language teacher, the pupil and her parents (re)negotiating changing understandings of language learning in the home. The fourth article (iv) explores how language students negotiated their understandings of the ecological language learning approach applied to the school project. Collectively, the thesis describes how nexus analysis can be used as a methodological tool to open up a nexus of practice of (re)negotiating changing understandings concerning language learning and teaching. The study has implications for developing language learning and teaching as well as language teacher education. / Tiivistelmä Tässä tutkimuksessa tarkastelen oppilaiden, vanhempien ja tulevien kieltenopettajien muuttuvia käsityksiä kielenoppimisesta ja -opetuksesta. Tutkimuksessa muutos ymmärretään ekologisena näkökulmana, jolloin kielenoppiminen ja -opetus nähdään monimutkaisena, ajoittain kaoottisena ja vähitellen yhteisöllisen toiminnan ja osallistumisen pohjalta syntyvänä prosessina. Neksusanalyysin tutkimusstrategian mukaisesti tutkimuksen tekijä – englannin opettajan ja tutkijan kaksoisroolissa – toteutti tutkimushaastatteluja, teki havaintoja ja keräsi moninaista aineistoa pitkällä aikavälillä. Tutkimuksen multimodaalista aineistoa kerättiin koulusta, kotoa ja yliopiston kieltenopettajien koulutuksesta. Kieltenopiskelijoiden oppilaille toteuttaman kansainvälisen verkkoprojektin aikana tehtyjen havaintojen pohjalta kaksi 12-vuotiasta suomalaista oppilasta valittiin osatutkimuksiin erityyppisten toimintatapojensa vuoksi. Väitöskirja koostuu neljästä osajulkaisusta sekä yhteenveto-osasta. Ensimmäinen artikkeli kuvaa tutkimuksen alkuvaihetta, kuinka kouluprojektin aikaiset havainnot kiinnittivät opettajan huomion ja kiinnostuksen selvittää tarkemmin, mitä oppilaiden vapaa-ajalla perheympäristössä tapahtui. Ensimmäinen osatutkimus suuntasi tutkimusprosessia etenemään neksusanalyysin strategian mukaisesti. Toinen osatutkimus käsittelee kodin multimodaalisia tarjoumia, jotka muodostivat lähikehityksen vyöhykkeen perheenjäsenten kielenoppimiselle. Kolmas osatutkimus tarkastelee kotivierailun aikana kielenopettajan, oppilaan ja tämän vanhempien kesken käytyä merkitysneuvottelua kielenoppimisen muuttuvista käsityksistä. Neljäs osatutkimus havainnollistaa, kuinka kieltenopiskelijat ottivat haltuunsa ekologisen kielenoppimisnäkemyksen, jota he sovelsivat oppilaille suunnittelemassaan ja toteuttamassaan kieliprojektissa. Lopputulemana väitöskirja valottaa, kuinka neksusanalyysi menetelmällisenä työkaluna teki näkyväksi kielen oppimiseen liittyvien käytänteiden risteymän. Sen keskiössä osallistujat neuvottelivat muuttuvista kielenoppimiseen ja -opetukseen liittyvistä käsityksistään. Tutkimuksen tuloksilla on merkitystä kielenoppimisen ja -opetuksen sekä kieltenopettajien koulutuksen kehittämiselle.

The Tahltan language is endangered and at a critical juncture because there are now fewer than 30 fluent speakers. The Tahltan Nation is working to change this by creating many different opportunities for language learning, focusing on programming, documentation, and professional development and training. One way that our language is being revitalized is through immersion programs for young children. Using ‘Tahltan Voiceability’ as the overarching methodology, this study reports on the language nest model as an immersion method of Indigenous language revitalization in Tahltan communities in northern British Columbia. Parents, language mentors, and administrators shared their perspectives and experiences regarding the way in which K’asba’e T’oh (the Dease Lake Language Nest) began in Tātl’ah (Dease Lake), how things are progressing, and what motivated and continues to motivate people to be involved. Through an analysis of these conversations, I share esdahūhedech (their tellings) and report on emerging themes. With this immersion setting in place, there is hope that this program will create speakers, inspire others to learn our language, and be part of increasing the proficiency of language learners, thereby moving our language out of the endangered status. This study is part of a growing body of research in Canada studying language nests to promote the intergenerational transmission of Indigenous languages. / Graduate