A presente dissertação trata das crenças e representações de alunos e professores de língua estrangeira como fatores que interferem no processo de ensino/aprendizagem. O trabalho resulta de uma pesquisa de cunho qualitativo na qual foram utilizadas como base teórica as noções de crença e de reprodução cultural, de Bourdieu, e o conceito de representação, de Chartier. O enfoque do tema também considerou as contribuições teóricas em aquisição e aprendizagem de línguas. Foi empregada na pesquisa a metodologia etnográfica, incluindo observação participante e elaboração de notas de campo. A análise do material produzido durante as atividades da pesquisa aponta para a importância da explicitação das crenças e representações em jogo no processo de ensino/aprendizagem de língua estrangeira, como mais um recurso para o professor no processo de reflexão sobre sua prática e solução de problemas didáticos. / The present dissertation discusses beliefs and representations of foreign language students and teachers as factors which interfere with teaching and learning processes. The work stems from a qualitative research project in which Bourdieu´s notions of belief and cultural reproduction, as well as Chartier´s concept of representation, were used as theoretical bases. The theme focus has also taken into account theoretical contributions related to language acquisition and learning. Ethnographic methodology was employed, which included in-class participative observation and elaboration of field notes. Analysis of material produced during research activities points out the importance of explicitness of those beliefs and representations in play at foreign language teaching and learning processes, as they constitute one more set of resources to teachers within their reflection process about practices and solutions to didactical issues.

Aprendizes e professores de línguas constituem-se por diferentes representações acerca da língua com a qual mantêm contato e do contexto que a compreende. Desse ponto de vista, analisamos a relação sujeito-língua com o objetivo de examinar como as representações mobilizadas pelos sujeitos produzem efeitos de sentido para os sujeitos e para a relação que eles estabelecem com a língua. Assim, de uma perspectiva discursiva (CORACINI, 2009; GRIGOLETTO, 2013; ORLANDI, 2012), considerando conceitos psicanalíticos (LACAN, 1964; VOLTOLINI, 2011), analisamos os dizeres de quinze entrevistados (aprendizes e professores), envolvidos com uma língua estrangeira: inglês, espanhol, francês, alemão, italiano, japonês, chinês e russo. Depreendemos, dos dizeres, a regularidade de três formações discursivas, a que nomeamos: língua guarda-roupa (cuja dinâmica é semelhante àquela conceitualizada por Bauman (2005) com a \"comunidade guardaroupa\"), língua atraente (sugerindo os efeitos de fascinação que a língua exerce ao sujeito) e língua fragmentada (apontando determinada imagem de segmentação da língua). Na análise, articulamos o conceito freudiano do \"estranho\" (FREUD, 1919), que se apresenta de modo profícuo para o exame da relação sujeito-língua, pois explica efeitos de \"estranhamento\", percebidos como desconforto e dificuldade, constitutivos do sujeito e que observamos nessa relação. A partir desse conceito, também examinamos os efeitos de familiaridade, enunciados como bem-estar e conforto na relação sujeito-língua e também relacionados às formações discursivas referidas. A análise da fluidez entre os efeitos de estranhamento e familiaridade destaca a constituição clivada do sujeito e a amplitude de efeitos de sua relação com a língua, contemplando representações constituídas nas condições de produção da hipermodernidade, concernentes ao mundo do mercado e de suas relações líquidas. / Language learners and teachers are constituted by different representations of the language with which they keep contact and also of the context that surrounds it. Bearing that in mind, we analyse the relation between subject and language, aiming at understanding how the representations the subjects mobilise produce different effects upon them and on the relation they establish with the language. Thus, from a discursive perspective (CORACINI, 2009; GRIGOLETTO, 2013; ORLANDI, 2012), considering psychoanalytical concepts (LACAN, 1964; VOLTOLINI, 2011), we examine the interviews made with fifteen learners and teachers, involved with one of the following languages: English, Spanish, French, German, Italian, Japanese, Chinese and Russian. We can see, from their words, the regularity of three different discursive formations: the cloakroom language (whose dynamics is similar to the one developed by Bauman (2005) with the \"cloackroom community\"), the attractive language (suggesting effects of fascination the language exercises upon the subject), and the fragmented language (indicating certain representations of language segmentation). In our analysis, we articulate the Freudian concept of the \"uncanny\" (FREUD, 1919), for it explains sensations of discomfort and difficulty, which constitute the subject and can be observed in the relation between subject and language. We also examine its counterpart, the effects of familiarity, uttered as sensations of well-being and comfort in this relation and also related to the discursive formations forementioned. The analysis of the dynamics between the effects of uncanny and familiarity highlight the cleaved constitution of the subject and the range of effects of their relation with the language, contemplating representations constructed in accordance with the circumstances of hypermodernity, concerning the market itself and its liquid relations.

O ensino de Português como Língua Estrangeira (PLE), em nosso país, é, atualmente, uma atividade de natureza acidental, com esparsas oportunidades de formação específica e, em geral, realizada por professores de outras línguas estrangeiras, nativos de português. Propomo-nos, neste estudo, observar essa conjuntura, tomando como hipótese o fato de que o professor ensinar outras línguas e ser nativo não se constitui como uma garantia de conforto para o ensino de português para estrangeiros. A partir disto, levantamos representações de língua, professor e aluno para os professores de PLE entrevistados, a fim de contemplar a relação do professor com a língua que ensina, como ele representa seu lugar de professor e que lugar ele constrói para seu aluno. Procedemos à análise sob uma perspectiva discursiva (ORLANDI, 1997; CORACINI, 1999; GUIMARÃES, 2002) e também considerando alguns conceitos da Psicanálise (FREUD, 1919; LACAN, 1964; MILNER, 1978; BACKES, 2000) e dos Estudos Culturais (BHABHA, 1994; BAUMAN, 2001; WOODWARD, 2000). Em linhas gerais, observamos que há uma estrangeiridade na constituição da língua portuguesa no professor, que acarreta certa dificuldade do ensino dessa língua como língua estrangeira. O lugar do professor, com caráter de novidade, é marcado pelo espaço de enunciação do português, que, habitado por outras línguas, em especial o inglês, afeta a constituição do lugar do professor de PLE. O aluno, por sua vez, é representado por meio de uma estereotipia em relação à sua nação de origem. As imagens levantadas constituem-se de maneira interdependente e relacionam-se à fluidez do lugar do professor de PLE: um lugar com novos contornos, moventes e dinâmicos. / Teaching Portuguese as a Foreign Language in Brazil is, at present, an accidental activity, with a few opportunities for specific Professional education and, in general, it is done by teachers of other foreign languages who are also Portuguese native speakers. Our aim in this study is to observe such domain, considering as our hypothesis the fact that teaching other languages and being a native does not guarantee that the teacher will feel comfortable to teach Portuguese to foreigners. Relying on the interviewed teachers words, we identified representations concerning language, teacher and student, with analysis focusing on the relation between teacher and language, the way they represent their position as a teacher and the position they construct to their students. We have adopted a discursive perspective (ORLANDI, 1997; CORACINI, 1999; GUIMARÃES, 2002) and also take into account concepts from Psychoanalysis (FREUD, 1919; LACAN, 1964; MILNER, 1978; BACKES, 2000) and Cultural Studies (BHABHA, 1994; BAUMAN, 2001; WOODWARD, 2000). Generally speaking, we have observed that there is strangeness for the teacher in relation to their Portuguese constitution, which follows into certain difficulties when they are supposed to teach it to foreigners. The teachers position, a new one, is marked by the Portuguese uttering space, itself composed by many languages, especially English. Such composition affects the constitution of the teachers position in Portuguese as a Foreign Language. As for the student, the teachers represent them via stereotypes about their native countries. The images about language, teacher and student are interdependent and also related to the flowing character of the position of the Portuguese as a Foreign Language teacher: a dynamic position, with new outlines and in constant movement.

Orientador: Matilde Virginia Ricardi Scaramucci / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-10T04:23:49Z (GMT). No. of bitstreams: 1 Araujo_KatiadaSilva_M.pdf: 1146266 bytes, checksum: cccccf69681a292e1a4eadc7d5c6d5e1 (MD5) Previous issue date: 2007 / Resumo: A "autenticidade" de uma avaliação de língua estrangeira (LE) geralmente é uma característica tida como positiva e desejável, pois refletiria princípios mais condizentes com o ideal de avaliação de desempenho comunicativo. A "autenticidade" se caracterizaria pelo uso de insumo "real" (não produzidos especialmente para a avaliação), e tarefas integradoras, que se aproximem dos usos cotidianos da LE. A perspectiva dos examinandos revela-se importante nesse contexto, uma vez que suas concepções acerca do que são, por exemplo, leitura e avaliação, orientarão suas percepções sobre um determinado exame, o modo como o realizam e seu conseqüente desempenho. Busca-se aqui compreender melhor qual é a percepção do examinando sobre a "autenticidade" do teste - quais elementos ele identifica como "autênticos" em três tipos de avaliação de leitura, qual a importância atribuída a essa autenticidade e se suas concepções são consoantes com princípios mais (ou menos) integradores. Para isso, metodologia qualitativa é empregada, com estudos de caso que permitem refletir sobre a natureza dessas percepções. Os resultados refletem diferenças nas percepções sobre autenticidade entre examinandos com diferentes níveis de proficiência, assim como na importância atribuída à autenticidade e à integração de habilidades na avaliação / Abstract: The "authenticity" of a foreign language (FL) assessment generally is taken as a positive characteristic, since it would reflect principles more suitable to the idea of communicative performance assessment. "Authenticity" could be described as the use of authentical input (not produced only for assessment purposes) and integrated tasks, which would be similar to the common FL use. The perspectives of examinees are important in this context, since their conceptions about reading and assessment, for instance, will lead their perceptions about an exam, the manner they do it and their consequent performance. It is aimed to comprehend examinees' perceptions of authenticity of tests - which elements they identify as authentic in three kinds of reading assessment, the importance given to authenticity, and if their conceptions are consonant with more(or less) integrated principles. To achieve that, qualitative methodology is used, with case studies that permit to reflect about the essence of these perceptions. The results demonstrate differences in the perceptions of authenticity among examinees with different levels of proficiency, as well as in the importance given to authenticity and to the integration of skills in assessment / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

Orientador: Maria Rita Salzano Moraes / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-16T09:58:03Z (GMT). No. of bitstreams: 1 Gasparini_DeniseSouzaRodrigues_M.pdf: 657969 bytes, checksum: a083b328e5b3074f8b63c8c68106649d (MD5) Previous issue date: 2010 / Resumo: Este trabalho pretende discutir as ressignificações que os conceitos tradicionais de língua materna e de língua estrangeira - a saber, aquela como exterioridade adquirida em primeiro lugar, falada pela mãe ou responsável pela unificação de uma nação, e esta como exterioridade aprendida a partir de investimentos racionais e conscientes e depois de um razoável conhecimento da língua materna - recebem a partir das hipóteses da Psicanálise, e assim tomá-los sob outro ponto de vista: respectivamente, língua causa do sujeito do inconsciente e prolongamento do campo simbólico instaurado pela chamada língua materna. Remontar a estes termos a partir da teoria psicanalítica impõe a consideração de lalangue, responsável pela instauração da matriz simbolizante no sujeito de linguagem, como elemento organizador da relação entre as línguas, bem como elemento que reverbera seus afetos e seus efeitos em toda tentativa de aprendizagem de qualquer novo item do campo simbólico, tal como uma língua estrangeira / Abstract: This thesis has the objective of discussing the possible re-significations of the traditional concepts of mother tongue and foreign language considering psychoanalytic theory. The mother tongue is usually considered an external element - the language spoken by the mother or the language that unifies a nation - which is acquired before the foreign language. On the other hand, the foreign language is considered an external element which is learned by rational and conscious investments. Once the psychoanalytic theory is taken into consideration, both the mother tongue and the foreign language can be re-signified: the former becomes the language which causes the unconscious subject and the latter becomes an extension of the symbolic field constituted by the mother tongue. Lalangue can then be considered the element which organizes the relationship between mother tongue and foreign language, the element whose effects reverberate in each attempt at learning any element of the symbolic field, such as a foreign language / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

Orientador: Sylvia Bueno Terzi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linfuagem / Made available in DSpace on 2018-08-15T04:57:22Z (GMT). No. of bitstreams: 1 Matos_MariannePescide_M.pdf: 21649897 bytes, checksum: e15ba27d940654b0844f75e1d4a7c90a (MD5) Previous issue date: 2009 / Resumo: O ensino de inglês nas escolas regulares, geralmente, mostra resultados pouco satisfatórios e por isso existe a busca por novas propostas e metodologias nas instituições de ensino. O objetivo geral deste trabalho é analisar as tensões geradas durante as aulas dentro de uma proposta de ensino de inglês como Língua Estrangeira (LE) em um contexto interdisciplinar, ou seja, quando o ensino da LE é nas aulas das diversas matérias. A proposta é denominada Systemic e a justificativa para sua aplicação é a de unir o desenvolvimento da oralidade necessária para a comunicação no cotidiano fora da escola à temática própria do cotidiano escolar, isto é, com os temas das disciplinas. A pesquisa foi desenvolvida em uma escola privada de ensino infantil e fundamental situada em uma cidade do interior de São Paulo. As aulas foram gravadas em áudio e foram feitas anotações em campo e entrevistas. Com a análise dos dados é possível observar que durante as aulas ocorrem muitos momentos de tensão que não contribuem para o aprendizado efetivo da LE e, também, que os alunos vêem na aprendizagem da língua a função social de comunicação. Isso é mostrado pelo fato de eles aproveitarem qualquer oportunidade para se comunicar sobre assuntos do cotidiano. Pela proposta do programa, era de se esperar que houvesse o uso da língua para a comunicação sobre as aulas, como deve ocorrer nos EUA, desenvolvendo-se, assim, simultaneamente, a fluência oral comunicativa e a aprendizagem do inglês específico para entenderem o conteúdo. Essa proposta parece seguir o modelo de letramento ideológico. Porém o que acontece é que o conteúdo da aula de LE é, geralmente, algo que os alunos já aprenderam em português e, com isso, o objetivo de ensinar inglês para a comunicação fica perdido, já que o foco passa a ser apenas o vocabulário. Os episódios em que há um uso real da língua restringem-se a interações que não envolvem o conteúdo, como alunos pedindo para ir ao banheiro, por exemplo. Analisando os conflitos gerados pela opção de modelos de letramento que visam associar o letramento escolar ao letramento adquirido fora da escola, concluímos que a proposta segue as diretrizes que estabelece, mas não obtém o resultado esperado quanto ao aprendizado efetivo da LE / Abstract: The teaching of English in regular schools, generally, shows unsatisfactory results and therefore there is the search for new proposals and methodologies in learning institutions. The aim of this study is to analyze the stresses generated during the classes within a proposal for teaching English as a Foreign Language in an interdisciplinary context, when the foreign language is the vehicle to teach other subjects. The proposal is called Systemic and the justification for its application is to combine the development of oral skills, necessary for communication in daily life outside the school, to the theme of everyday school life, in other words, with the themes of disciplines. The research was conducted in a private primary school located in the state of São Paulo. The classes were recorded on audio; annotations and interviews were made to compliment the data. With the analysis is possible to observe that during the classes there are many moments of tension that do not contribute to effective learning of the foreign language, and also that students see in language learning the social function of communication. This is shown by the fact that they seize any opportunity to communicate on matters of everyday life. According to the proposal of the program, English was expected to be used as the mean of communication during the classes, as should occur in the U.S., developing, therefore, both the oral communicative fluency and the learning of English to understand the specific content. This proposal seems to follow the ideological model of literacy. But what happens is that the content of the class of foreign language is usually something that the students have learned in Portuguese and thus the goal of teaching English for communication is lost, because the focus becomes only the vocabulary. The episodes in which there is an actual use of language are restricted to interactions that do not involve content, such as students asking to go to the bathroom, for example. Analyzing the conflicts generated by the choice of literacy models aimed to link school literacy to literacy acquired outside of school, we find that the proposal follows its guidelines, but do not get the expected result when it comes to learning a foreign language / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

<p> Studies of thinking-for-speaking (Slobin, 1987) and of linguistic relativity (Gumperz &amp; Levinson, 1996) in multilinguals have been attracting more attention (Ortega, 2015). I propose the incorporation of sociocultural theory and linguistic relativity as a novel research approach in second language acquisition (SLA). Japanese learners of English go through a process in which word meaning develops from a single to binary semantic categorization as they learn to express vertical spatial operations in their second language (L2). Japanese has a nonobligatory distinction between contact and noncontact relationships when expressing vertical space (single semantic categorization), whereas English has an obligatory contrast (binary semantic categorization) (Munnich et al., 2001). The expression of vertical spatial relationships in Japanese and English is further influenced by language typology. Japanese, an SOV language, uses postpositions while English, an SVO language, uses prepositions. </p><p> Vygotsky (1987) argues that verbal thinking (the internalization of speech) is tied with word meaning, and thus, as Japanese EFL high school students learn to express the obligatory contact-noncontact feature of vertical spatial configurations in English, moving from a single to a binary semantic categorization, verbal thinking will also develop. Vygotsky (1987) further claims that verbal thinking has sociocultural origins. In this dissertation, I investigate whether gesture can be instrumental in overcoming the constraints imposed by linguistic relativity. Vygotsky (1998) states, &ldquo;Speech becomes the means for thinking mainly because it reflects an objectively occurring intellectual operation. This is a moment of major importance in the development of speech and thinking, which discloses the secret of the development of verbal thinking as a whole&rdquo; (p. 114). I predict that a distinct worldview and the &ldquo;development of cognitive processes&rdquo; (Matyushkin, 1997b, p. 272) arise together when Japanese EFL students learn vertical spatial structure with the Gesture Listening Higher Concept Approach, which leads to &ldquo;a qualitatively new mental formation that develops according to completely special laws and is subject to completely different patterns&rdquo; (Vygotsky 1998, p. 34). </p><p> The purpose of this study: (1) To pursue the new research path regarding incorporating linguistic relativity into SLA in sociocultural theory; (2) to explore whether the concurrent use of iconic co-speech co-thought gesture (ICSCTG) and listening practice can help Japanese high school students learn to express vertical spatial relationships in English more than they would learn from either treatment alone; (3) to investigate whether teaching ICSCTG and listening practice together will help Japanese EFL learners preserve knowledge of how to express vertical spatial relationships in English for a month after the intervention. I employed quantitative methods to accomplish the goals noted above. Results in this study suggest that the Gesture Listening Higher Concept Approach is an effective, evidence-based theoretical and pedagogical framework, which can facilitate L2 learning and conceptual change at the high school level. The effect of the Gesture Listening Higher Concept Approach on long-term foreign language learning would be a valuable avenue for future research. </p><p> Slobin, D. I. (1987). Thinking for Speaking. Proceedings of the Thirteenth Annual Meeting of the Berkeley Linguistics Society, 13, pp. 435-445.</p><p>

Les méthodologies utilisées pour enseigner les langues étrangères, ainsi que les supports que ces méthodologies préconisent, ont beaucoup varié au cours du temps. Le présent travail s'intéresse particulièrement à la place des textes littéraires comme supports pédagogiques dans l'enseignement des langues étrangères. A l'origine, ces textes littéraires étaient quasiment les seuls supports que l'on trouvait pour cet enseignement. Puis différentes évolutions sociétales et scientifiques les ont amenés à disparaitre pratiquement complètement des méthodologies d'enseignement de langues étrangères. Depuis quelques temps les textes littéraires réapparaissent assez largement. Nous nous sommes demandé si ce type de support littéraire est utilisable en classe de langue étrangère et quelle est la pertinence de cette exploitation. Après avoir passé en revue les différents arguments du débat et pris en compte par l'intermédiaire de questionnaires des données de terrain, nous reconnaissons les nombreux avantages des textes littéraires comme support pédagogiques, tout en préconisant une utilisation raisonnée. Nous pensons notamment, que les textes littéraires sont un très bon support pour mettre en oeuvre l'approche très reconnue à l'heure actuelle qu'est l'approche interculturelle. Nous prenons l'exemple de l'enseignement de l'arabe langue étrangère pour montrer comment, à notre avis, les textes littéraires peuvent être utilisés dans une perspective interculturelle en classe de langue étrangère et vivante / The methodologies used to teach foreign languages and the materials they promote have largely varied over time. The present work specifically adresses the question of the place of literary texts as pedagogical materials in foreign languages teaching. Originally literary texts were nearly the only materials available for this teaching. Then various societal and scientific evolutions brought them to almost completely disappear from methodologies for foreign languages teaching. For some time these literary texts reappear quite widely. Our question is whether this type of pedagogical material is usable in foreign language classroom and what is the relevance of this usage. After reviewing the different arguments of the debate and take into account some data from the field through questionnaires survey, we ackowledge the numerous advantages of literary texts as pedagogical materials, provided an appropriate use. We specifically think that they present a perfect document to implement the intercultural approach that is well accepted today. We take teaching of Arabic as a foreing language as an exemple to demonstrate how, in our opinion, literary texts could be used in an intercultural approach

<p> This quasi-phenomenological study identified the common lived classroom experiences of high school (grades 9-12) teachers who used the Teaching Proficiency through Reading and Storytelling (TPRS) method of world language instruction. The study also explained why some teachers who were trained in and had some experience using TPRS abandoned the method, and what they perceived as obstacles to its use. Additionally, the study identified the techniques perceived as effective by traditional teachers for promoting student success in producing and comprehending the target language with the goal of bridging the gap between TPRS and non-TPRS teachers.</p><p> The central phenomenon studied was teachers&rsquo; lived experiences using TPRS, a method of world language teaching for providing a near-immersion classroom learning experience. The TPRS method required no textbook or grammar syllabus and focused on providing students with interesting, repetitive, and comprehensible input of commonly used verb structures and high-frequency vocabulary within the context of a story. For this study, a non-TPRS traditional approach included using a textbook, a grammatical syllabus, and production-based communicative classroom learning activities.</p><p> A purposeful sample of study participants included three groups of ten teachers each. The first two groups constituted the phenomenological part of the study because they had training and experience with TPRS. In the first group, ten participants used TPRS and considered themselves primarily as TPRS teachers. In a second group, ten teachers were selected because they were trained in TPRS and had some experience using the method but discontinued or limited its use when they encountered obstacles and resistance. A third group, not part of the phenomenological portion of the study, consisted of ten teachers who were not trained in TPRS, used a traditional approach, and had no experience using the method. That group provided a perspective outside of TPRS training and experience to discover which teaching techniques they perceived as effective. That input was included in the study to inform the researcher of potential improvements to recommend for the continuously developing TPRS method.</p><p> Data were collected through in depth, face-to-face, in-person, open-ended, semi-structured interviews. The results of the data analysis identified sixteen common lived experiences of TPRS teachers, twelve obstacles encountered by teachers when using or trying out TPRS, and four recommendations to consider incorporating into this changing and evolving method of world language instruction. </p><p>

This case study of a Swiss adult-learning institution investigates changing literacy practices and skills in adult foreign language education with relation to e-Iearning and with reference to the role of writing. Aspects concerning autonomous learning, teaching presence, and factors influencing the e-learning adoption-innovation process including access, pedagogical and policy-making implications were examined. The study uses both qualitative and quantitative research methodologies. It is underpinned by thinking in the New literacy Studies tradition and hopes to fill an existing gap in research, as much of the available literature seems to focus on children or higher education. The main results indicate that currently there is a mix of, on the one hand, low digitally skilled and reluctant teacher-adopters and, on the other, highly enthusiastic an~ digitally motivated ones, There is also an indication that access to simple infrastructure, with a relatively small investment, could produce good results in helping practitioners move along the path from innovation to adoption. Digital literacies and changes in literacy practices tend to put writing at the centre of communication. Writing is intended both as a subject area and as a means of communicating digitally, The results also reveal that the role of writing is closely linked to whether practitioners and learners alike consider the communicative value of writing to be on par with communication using the spoken word, i.e, whether collaborative writing in particular can be considered 'talk', The data points to a joint need by policy-makers and practitioners to acknowledge new digital literacy practices and to include them in a holistic way in local contexts and curricula, It also points to the need for institutions to take responsibility for providing links between research and practice and to provide integrated training in the field of e-learning and blended learning.