This study explores the teaching practices of recently returned Latter-day Saint (LDS) missionaries who voluntarily taught the English language on their full-time missions' serving for The Church of Jesus Christ of Latter-day Saints throughout various parts of the world. The analyses performed in this research offer an insider's perspective by looking at a large selection of qualitative data gathered directly from these missionaries to provide evidential insight into what those practices are, including the most effective and the most ineffective teaching practices as principally perceived by the missionaries themselves. Thus far, there has been no research reported or data gathered on this topic on the same global scale, and to the same academic level. However, such a study is extremely necessary and beneficial towards refining the focus of the missionary taught English language classes, as well as the quality of teaching that the missionaries provide as they strive to serve and benefit the communities around them.

This study examines the problems involved in oral English teaching in the Chinese tertiary institution Erwai (the Beijing Second Foreign Language Institute). In the study the author analyses oral English teaching in China based on his experience as a teacher of English in China, his two-year study experience as a student in Australia, interviews with colleagues, and class observation of oral English teaching by Australian teachers in the C.C.A.E. Special English Programme. Some materials from Erwai are also drawn on in the study, such as Erwai-compiled textbooks and the Erwai teaching curriculum. During the study the author has referred to many books and journals on TESOL in various libraries in Canberra. The theoretical knowledge and teaching techniques learned in the TESOL Programme at the Canberra College of Advanced Education have also helped the author carry out this study. Chapter One introduces the background to the problems which exist in oral English teaching in China. It emphasises the importance of Chinese teachers' having a clear understanding and a good command of a wide range of techniques in teaching oral English. Chapter Two examines some approaches now used in oral English classes at Erwai. This chapter also analyses students' motivation to learn oral English, the teachers' performance in oral English classes as well as when and how to correct students' mistakes in their oral English. Some practical oral activities which Erwai has arranged for present students and is thinking of arranging for future students are also discussed in this chapter. Chapter Three identifies and analyses in more detail theories of teaching oral English such as the audiolingual method, counselling learning, the direct method and the eclectic approach. In Chapter Four some activities are suggested to make oral classes more enjoyable. In second year oral English classes, repetition and situational dialogue are far from enough for teaching oral English. Short plays and skits can be used to enrich the oral English classes. This chapter also discusses the observation of oral English classes by Australian teachers in the C.C.A.E. Special English Programme. Chapter Five considers the choice of materials and the application of materials in class. Oral English materials used at Erwai at the moment mainly come from two sources: home-produced materials compiled by Erwai or other foreign language institutes in China, and some commerciallypublished materials imported from foreign countries. There is another source which can be used in teaching oral English - materials compiled on the basis of authentic materials such as excerpts from magazines and newspapers. In the conclusion it is pointed out that many suggestions have been made in the study about oral English teaching techniques and materials. It is hoped that such suggestions have practical value in improving the level of oral English in China in line with the country's present needs. At the same time new techniques require ample opportunity for trying out in practice before their full effectiveness will become apparent.

摘要 本研究主要在調查國中英語教師對於教學方面的意見，其內容包含以下六個部分：一、探討語言學的內涵與研究範圍。二、探討語言學習理論的基礎。三、介紹語言教學的發展。四、介紹語言測驗的重要性。五、了解教具與教學資源的種類。六、建議與結論。 本研究以台北市國民中學英語教師為調查對象，在學校方面抽出20所國民中學，發出200份問卷，回收167份，回收率83.5%，有效問卷151份。調查工具採自編之「國中英語教師教學意見調查」問卷。研究中所採用的統計方法包括次長分配、百分比統計以及卡方考驗等，問卷的處理則採SPSS for windows統計套裝軟體進行統計分析。 據此，本研究的研究結果如下： 一、 在英語教師應接受的專業訓練方面：超過90%的國中英語教師認為英語教師應接受語言學的訓練，而其中以語言發展史與語音學為最重要的範圍。 二、 在各種英語教學方法中以溝通、口說教學法最受國中英語教師的重視。值得注意的是默示教學法、暗示教學法這類新式的教學法只有不到六成的英語教師覺得重要，這有可能是因為有多數的英語教師不了解其意涵，且此兩種教學法在現行的國中英語教學上有其施行的困難。 三、 在教學技巧上，現行國中英語教師認為教導學生學習會話與造句的技巧最重要。 四、 在語言測驗方面，現行國中英語教師認為聽力與發音的測驗最重要。 五、 在教具與教學資源上，現行國中英語教師認為使用圖片與黑板、戲劇來教學是重要的。 再者，綜合文獻探討、研究過程及實證調查之分析結果，針對有關單位與 國中英語教師、未來研究提出以下建議： 對於有關單位的建議： 一、 釐清英語教學的目的及其在中學教育的地位。 二、 實施英語教學的內容，宜將聽、說、讀、寫四種技能列為平常地位來設計課程與教材。 三、 提供充分的教具與教學資源。 四、 採用合宜的入學測驗，導正正確的英語教學。 五、 具有彈性的英語課程內容與授課時數。 六、 籌劃真正實用的英語師資培養課程及提供足夠進修管道。 對於國中英語教師的建議： 一、 教師應建立終身學習的信念。 二、 授課時所採用的教學教法須與教學理論配合。 三、 採用合宜學習評量的方式。 對於未來研究的建議： 一、 本研究採量化之研究，未能再深入了解英語教學的現況，建議可再採深度訪談或觀察的方式來進行研究。 二、 研究對象方面，建議可將研究對象擴大至台灣省英語教師的研究。 第一章 緒論 第一節 研究動機與目的 第二節 研究問題與名詞釋義 第三節 研究範圍與研究限制 第二章 文獻探討 第一節 語言學的意義與研究範圍 第二節 語言習得理論 第三節 英語教學法的介紹 第四節 英語測驗的重要 第五節 英語教學與視聽教育工具 第三章 研究方法 第一節 調查研究的架構 第二節 調查對象與樣本之選取 第三節 調查研究工具的編製 第四節 調查研究的實施過程 第五節 調查研究資料的統計處理 第四章 調查結果的分析與討論 第一節 對於教師應接受的教學訓練的調查結果 第二節 對於各種英語教學法看法的調查結果 第三節 對於各種教學技巧看法的調查結果 第四節 對於英語測驗的看法的調查結果 第五節 對於使用教具看法的調查結果 第五章 結論與建議 第一節 結論 第二節 建議 / The study of the investigation of the teachers' opinions about teaching in Junior High School Abstract The main purpose of this study are to explore junior high school teachers' opinions about teaching. It contains six parts: First, the study explores the content of Linguistics. Second, the study explores the basic theories of language learning. Third, the study introduces the development of language teaching. Forth, the study introduces the importance of language exams. Fifth, the study wants to understand the kinds of teaching resources. Six, the conclusions and suggestions. Objectives of the study include public junior high school English teachers in Taipei City. 20 schools have been sampled and 200 copies of the questionnaires dispatched. 151 copies of effective samples are actually acquired. Data of questionnaires statistic packaging software "SPSS for windows". Based upon data of literature review and questionnaire, conclusions have been reached as follow: 1.The professional training about English teachers: Over than 90% of English teachers think that an English teacher should accept the training of linguistics. Most important parts of linguistics are Phonetics and the history of language development. 2.Most of the junior high school English teachers think that communicative language teaching method, and audio-lingual method are most important teaching methods to teach English in junior high school. 3.Most of the English teachers think that the most important teaching skills is how to teach conversation and sentence-making. 4.The junior high school English teachers think that the listening exam is the most important part of language exams. 5.The junior high school English teachers think it important to use blackboard, drama to teach English. According to the results of this study, following proposals are offered: 1. As to the educational authorities, they should (1) Make sure that status of English in junior high school education. (2) Design the textbook with the equality of four skills, the content contains: Listening, speaking, reading, and writing. (3) Offer enough teaching resources. (4) Adopt suitable entrance examination. (5) Design flexible class. 2. As to the teacher: (1) The teachers should have the faith to learn as old as one can. (2) The teachers should use suitable teaching method. (3) The teachers should adopt suitable exams. 3. As to further study: (1) They can enlarge the samples. (2) The can use another way understand the truth of English teaching in junior high schools.

本論文評量臺灣學生國中三年對英文重音與語調的學習成果，並探討造成學生學習困難的原因。五，名高一學生唸相同兩篇對話和十名母語為英語的外藉人士比較。結果顯示可暗示說話者態度的調型對學生最難，一些特殊句型的調型次之，而普通句型的升、降調最容易。重音方面則以牽涉到英文節奏和前後文的重音型較難。 　　經由對比分析，發現英文本身的問題和中英文的差異都對學習不利。英文本身的問題包括重音與語調的多變性和書面表示方式的不足。中英文的差異包括音調的範圍、語調對單字發音的影響、訊息焦點的表示方式、態度的表示方式、音調的高低度、以及中文調型的干擾。另外，由五十位國中老師和五十位學生所回答的問卷結果也顯示一些教學上的因素也會造成某種程度的干擾。 　　文末對教學方法、教材以及老師和學生的教學均有建議，期望對英語教學的更臻完善有所幫助。 / This thesis evaluates Taiwan junior high school students' performances in English stress and intonation and uncovers some reasons causing students' learning difficulties.　Compared against ten native speakers' performances, forty students' performances in reading two dialogues are evaluated.　The results show that the contours with attitudinal meanings are more difficult for students than the contours of special grammatical constructions, which in turn are more difficult than ordinary falling and rising contours.　And students have more difficulties in the stress patterns involving English rhythm and discourse knowledge than those that do not. 　　Through contrastive analysis, we find intralingual and interlingual factors interfering with students' learning. Intralingual factors include the variability of English stress and intonation, and the deficiency in their representation.　Interlingual factors include the scope of pitch, the influence of intonation on citation forms, expressions of focus, expressions of attitudes, ranges of pitch, and interference from Mandarin contours.　Moreover, the results of two sets of questionnaires answered by fifty teachers and fifty students show some pedagogical factors also come into play. 　　Suggestions for teaching methods, teaching materials, teachers, and students are also given with a view to helping improve English teaching and learning.

The aim of this study is to investigate English teachers’ communication when teaching English in grade three in Swedish schools. The investigation seeks to find out what language is, and why it is, dominant and how the proportions in the teachers’ uses of English and Swedish in time are distributed. The study also describes what attitudes teachers have to the English language and if, if so how, two categories of strategies, namely body language and code switching are used. The study was performed in two steps with different methods for collection of qualitative empirical data. The collection of the empirical data was carried out in structured observations and in structured interviews with four English teachers of whom two work in so called free and independent schools and two work in public schools. To obtain a complete picture of teachers’ English teaching the observations were conducted first to be followed by an additional interview. The results show that two of four English teachers dominantly speak English. The teachers’ motives for using English as educational language are that students need to hear the second language early to learn it. The teachers also report that code switching between Swedish and English and teaching in pupils’ levels help pupils to understand are motives for using Swedish as educational language. Several English teachers find it difficult to teach in the target language and they are therefore feeling an uncertainty in teaching English. Body language is more widely used by English teachers teaching in their second language. The English teacher, who speaks more English when teaching, use body language most frequently and teachers who have Swedish as the dominant language of instruction use code switching more often. Teachers' reasoning about the use of body language and code switching are for some knowingly and some unknowingly and is used by all respondents to illustrate and clarify. The teachers believe that there are both pros and cons of using code switching. Results also show that teachers who have worked the shortest time as an English teacher and work at free schools use English in English teaching to a greater extent than teachers who have taught English some time and work at public schools. / Syftet med forskningsstudien är att undersöka engelsklärares kommunikation vid engelskundervisning i årskurs tre i Mellansverige och att svara på frågorna vilket undervisningsspråk som är dominerande, varför det språket är dominerande, hur fördelningen mellan engelska och svenska ser ut samt hur användningen av språken ser ut i tid. Studien avser också att svara på vad lärare har för attityder till det engelska språket samt om, och i så fall hur, strategierna kroppsspråk och kodväxling används. Studien utfördes i två steg med olika metoder för insamling av kvalitativ empiri. Insamlingen av empiri utfördes genom strukturerade observationer av, samt halvstrukturerade respondentintervjuer med, fyra engelsklärare varav två arbetar vid friskolor och två är kommunalt anställda. För att få en helhetsbild av lärares engelskundervisning genomfördes observationerna först för att sedan efterföljas av en kompletterande intervju. Resultatet visar att endast två av fyra engelsklärare använder engelska som dominerande undervisningsspråk vid engelskundervisning. Flera respondenters motiv till att använda engelska som undervisningsspråk var att elever behöver höra språket från tidig ålder. Flera respondenters motiv till att använda svenska som undervisningsspråk var att översätta för att eleverna ska förstå samt för att hålla undervisningen på elevernas nivå. Många engelsklärare tycker det är svårt att undervisa på målspråket och känner därför en osäkerhet i att undervisa i engelskämnet. Kroppsspråket används i större utsträckning av engelsklärare som undervisar på andraspråket. Den engelsklärare som talar mest engelska använder kroppsspråket flitigast och de lärare som har svenska som dominerande undervisningsspråk kodväxlar mer. Lärarnas resonemang om användandet av kroppsspråk skiljer sig åt då det för vissa används medvetet och för vissa omedvetet. Kroppsspråket används av alla respondenter för att illustrera och tydliggöra någonting för eleverna. Lärarna anser att det finns både för och nackdelar med att använda kodväxling. Resultaten visar också att lärare som arbetat kortast tid som engelsklärare och arbetar på friskolor använder engelska vid engelskundervisning i högre grad än lärare som undervisat i engelska längre tid och arbetar vid kommunala skolor.

本研究旨以網路資源融入國小五年級英語教學，探討學生對於實際使用英語相關網路資源的學習態度與意見，分析適合國民小學五年級學生學習程度的英語網路資源特質以及探討教師對於利用網站資源融入英語教學的意見與看法；並綜合研究結果，瞭解英語網路資源對於學生的幫助、困難及實施情形。 本研究使用問卷調查法輔以對學生與校內教師進行深度訪談進行研究，透過改編之「網路資源融入英語教學問卷調查表」，以Google 線上問卷形式對五年級196位學生進行調查，調查結果以Excel 統計其次數分配及百分比，並以立意抽樣方式，選取7位學生與3位教師進行深度訪談。 根據資料分析結果，本研究結論如下： 一、 網路資源融入英語教學對學生的英語學習興趣與動機有正面的影響，對學生英語成績的提升有幫助且更能吸收課外知識，還能提升對英語的喜好。 二、 全英文的網頁說明或還沒學過的英語單字是學生認為在使用英語網路資源時會遭遇的困難；網站分類清楚且各項說明容易理解並易於操作，網站內容有依程度分級，或具搜尋功能，較能吸引學生喜愛。 三、 教師篩選彙整資源網站後連結於其教學網站，上課時是老師的雲端資源庫，課後亦可成為學生的學習平台。 四、 動畫、影片是學生最喜愛且認為最具學習幫助的網路素材，動畫語音速度放慢，並附有中文字幕輔助學生理解，較具有輔助英語學習的效果。 五、 使用網路資源融入英語教學能豐富教學內容，有效激發學生的學習動機，並養成學生複習的習慣，是可行的教學方式。 最後根據研究結論，就教師教學、教育行政單位以及後續研究等方面提出建議。 / Through integrating the internet resources into the fifth grade English classroom instruction, the aims of this research are : (1) investigating the students’ attitudes and opinions on the use of English language internet resources, (2) analyzing the characteristics of English language internet resources that are suitable for the level of fifth grade English class as well as (3) discussing the teachers ’suggestions and viewpoints on the integrating the internet resources into the English teaching. In addition, the summary of research results offers the information on the understanding of the assistance given by, difficulty encountered and processing situations in the use of the English language internet resources. This research adopted questionnaire survey and in- depth interviews to realize the openions of students and teachers. The questionnaires accomplished by online survey with Google Forms. The questionnaires received 196 respones of students. Microsoft Excel were taken to compile statistics distribution and percentages. This research also had in-depth interviews conducted with seven fifth grade students and three school teachers in working of teaching English. According to the results of the statistics analysis, the following conclusions were drawn: 1. There are positive impacts on students' interest and motivation in learning English by using internet resources into English class. Not only can enhance the effects of learning English, but also improve the absorption of extra-curricular knowledge. More importantly, can promote the joy of learning English. 2. Students consider that the problems in using English internet resources are the instructions of webpages in English and the vocabularies which have not learned. Students like to use the website which classification is clear, the instructions are easy to understand and operate. If the content can be classified by students’levels and be easy to search, it would be best for student learning. 3. Teachers select and collect English internet resources by linking to their teaching website. It will be the resource library of teachers when they’re teaching. It also can be a platform for student's learning after class. 4. The favorite internet resources of students are animations and films. They help students to learn more. In order to enhance the effects of learning English and increase their understanding of English. It’s necessary to slow down the sound speed of the animation and increase Chinese subtitles 5. Using internet resources into English class can enrich teaching contents and inspire students’ learning motivation effectively. By this method, students can cultivate good habit of reviewing English. Furthermore, it is a practicable teaching method. According to the conclusions of this study, Suggestions and recommendations were provided for the teachers, schools and future studies.

The aim of this study is to investigate what difficulties Swedish students with reading and writing difficulties may encounter when they write texts in English. A teaching experiment was done to see whether scaffolding, a process where the teacher shows the overall structure of e.g. a text, can help students with reading and writing difficulties improve their writing in English. Ten students in the 7th grade participated in the study, as well as four English teachers in a secondary school in Sweden. The students who participated were asked to write two texts in English. Before writing the first text, the students were told that they were going to write a fairy tale, but they were not given any other guidelines. Prior to writing the second text, two lessons of scaffolding were conducted. Then the texts were compared to see if the students had improved their ability to write in English in regards of content, spelling and genre-specific vocabulary. The results of the study show that students with reading and writing difficulties will indeed benefit from scaffolding when writing texts in English. / Syftet med den här studien är att undersöka vilka svårigheter som elever med läs- och skrivsvårigheter stöter på när de skriver texter på engelska. En undervisningsmetod influerad av scaffolding, stödstrukturer för att visa eleverna hur man t.ex. skriver en text på engelska, användes för att undersöka om elever med läs- och skrivsvårigheter kan förbättra sin förmåga att skriva på engelska. Tio elever i årskurs 7 samt fyra grundskolelärare i engelska deltog i undersökningen. Eleverna som deltog fick skriva två texter på engelska som sedan jämfördes för att ta reda på om elevernas förmåga att skriva på engelska hade förbättrats gällande innehåll, stavning och genre-specifikt språk. Innan de skrev den första texten fick eleverna enbart veta att de skulle skriva en saga. Den andra texten föregicks av två lektioner där eleverna fick stödstrukturer för att skriva en saga. Resultaten visar att det var en fördel för eleverna med läs- och skrivsvårigheter att arbeta med stödstrukturer när de skrev texter på engelska.

This thesis explores how learner independence was implemented as a curricular goal at a tertiary level Preparatory Programme (PP) in the United Arab Emirates. This exploratory-interpretive case study shows how students and teachers at the English programme responded to an Independent Learning Log (ILL) and how they interpreted learner autonomy with respect to the ILL. The study analyzes how various interpretations of autonomy affected the students’ and teachers’ attitudes towards the ILL. The interviews and the surveys used in this study were conducted between 20122014. The data was examined using Critical Discourse Analysis and was coded with NVivo software. As a result of the data analysis, the researcher identified themes related to student and teacher roles in the promotion of autonomy, learner representations in TESOL, and issues of control and agency, in the language classroom and out-of-class. The findings suggest that, in the teachers’ discourse, students are assigned passive roles and are often represented as lacking, deficient, and in need of control. Furthermore, the teachers are represented as the agents and controllers of education. These findings are supported by other studies from different cultural settings. This suggests that the US and THEM divide is not unique to the context of this study, but, rather, that it reflects a broader issue that is characteristic of TESOL discourse. In the discussion section, the researcher demonstrates how the themes identified in this study draw on a Social Order perspective in education. It is argued that this conceptual model remains ingrained in teachers’ and students’ group consciousness as the default model for learning. We conclude that learner independence as an educational goal is incompatible with this way in which students and teachers conceptualise education. In order for autonomy to become a feasible educational goal, we need to re-think how we organise language learning and what roles teachers and students assign each other. Overall, this case study reveals the problems that educators may face when promoting autonomy in a language programme. An understanding of these issues may help future language programmes develop better strategies towards fostering learner autonomy at an institutional level.

Partindo do pressuposto que aprender uma língua é aprender a usá-la e assim participar de práticas sociais que se fazem nessa língua, este trabalho compreende o ensino de inglês na escola como uma aula de letramento (Street, 1984; Kleiman, 1995; Soares, 2006) e de educação linguística (Bagno e Rangel 2005; Garcez, 2008; Schlatter, 2009) para a formação de cidadania, através de uma prática que busca relacionar a aprendizagem da língua adicional à ampliação da participação dos alunos no mundo em que vivem. A pesquisa visa a responder as seguintes perguntas: a) como uma proposta de desenvolvimento de letramento e de educação linguística pode ser atualizada em uma unidade didática para ensino de língua inglesa no contexto EJA? b) de que forma os resultados obtidos nas aulas podem ser relacionados com os objetivos de ensino de língua inglesa para a formação do cidadão? Para isso, foi elaborada uma unidade didática, dividida em três capítulos, com o título (Re)conhecendo e (re)pensando a realidade através da língua estrangeira, com tarefas organizadas em uma unidade didática que engloba diferentes gêneros discursivos e se orienta para a formação de uma comunidade colaborativa de aprendizagem, em que os participantes aprendem uns com os outros, de forma dialógica, valorizando os conhecimentos de todos. A unidade didática elaborada foi utilizada em 20 períodos de aulas de inglês (totalizando 8 encontros) de uma turma da Educação de Jovens e Adultos (EJA) da última etapa do Ensino Fundamental de uma escola estadual da zona leste de Porto Alegre. As aulas foram gravadas em áudio e vídeo, e a análise dos dados focalizou momentos em que os objetivos de educação linguística e letramento foram colocados em prática por esse grupo. Os resultados evidenciam que a) o acesso dado aos alunos, na aula de inglês, a diferentes discursos que tinham como base o texto nessa língua adicional fez com que eles pudessem transitar em novos contextos de uso da língua, relevantes para sua formação como cidadão; b) a aprendizagem proporcionada pelas aulas ocorreu em conjunto, pois criou-se uma comunidade colaborativa de aprendizagem, na qual todos podiam participar, ensinar e aprender; c) os alunos puderam reconhecer a própria realidade em que viviam, através do mundo do outro, refletindo sobre essa realidade e agindo criticamente diante das situações sobre as quais discutiam e d) os alunos aprenderam a lidar com a língua inglesa necessária para compreender textos em inglês e em português e, além disso, socializaram conhecimentos que lhes possibilitariam ampliar sua participação no seu próprio mundo. A partir de eventos de letramento em sala de aula, os alunos puderam vivenciar práticas sociais de uso da língua inglesa adaptadas à sua realidade e assim utilizar esse aprendizado imediatamente, sem adiálo para um futuro distante. / Based on the assumption that learning a language is learning how to use it to participate in social practices, the goals of English teaching at school are the development of literacy (Street, 1984; Kleiman, 1995; Soares, 2006) and language education (Bagno and Rangel 2005; Garcez, 2008; Schlatter, 2009) to construct participant citizenry, based on a teaching practice that relates additional language learning to expanding the students’ participation in the world they live. This research aims to answer the following questions: a) how can a proposal for the development of literacy and language education be put into practice in a didactic unit for teaching English in the context of adult education (EJA)? b) how can the results obtained in class be related to the English teaching goals of constructing participant citizenry? In order to answer these questions, a three-chapter teaching unit entitled (Re)cognizing and reflecting about reality through the foreign language was planned and developed with a group of adult students (EJA) at the final year of elementary school in a state school in the eastern area of Porto Alegre. The unit comprised different discourse genres, and tasks were created and organized in a didactical unity aiming at fostering a collaborative learning community, where participants learn from each other and in which everyone's knowledge is valued. The didactic unity was developed in twenty English lessons (taught in eight classes of approximately 2 hours and 30 minutes). The classes were recorded in audio and video, and data analysis focused on the moments that the goals of language education and literacy were put into practice by the participants. The results indicate that a) the access the students had to different discourses in English enabled them to participate in new social practices, which were relevant to them; b) learning was a collective construction, since a collaborative learning community was created in which everyone was able to participate, teach and learn; c) the students were able to not only recognize their own reality through their classmates’ eyes and experience, but also reflect on this reality and take a stand on the issues discussed; and d) the students learned how to deal with the English language required to understand texts in English and Portuguese, and they were also able to share experiences and funds of knowledge which enabled them to increase their participation in their own world. By constructing literacy events in the classroom, students were able to experience social practices involving the use of English tailored to their reality and relevant to the here and now of the English class.

This dissertation presents as a central theme the continued formation for teachers of English of municipal public schools in Maceió, Alagoas, Brazil. This process is designed for teachers who work from the fifth to the eighth grade of elementary school. The research had the objective of investigating the process of institutionalization of this sort of teacher formation during the years from 1996 to 2006, as well as investigating its configuration at that moment, with the purpose of establishing its trajectory and the results that such process has brought to the teaching of English Language in municipal schools of Maceió, at least in the sense of some methodological definition that could make possible a renewal of English teaching. This study utilized a type of ethnographic research methodology with interviews, questionnaires, class observation, observation of teachers study sessions, documental analyses and bibliographical research. This research also used a case study when observing the practice of two teachers chosen as representatives of both the ones who benefited from the Continued Formation, thus renewing their lessons, and the ones who did not benefit from it, consequently maintained the same performance. The theoretical foundation was based in the legal aspects related to the compulsory nature of the Continued Formation (Law 9394/06), besides the study of factors concerned to the role of Foreign Language in school curriculum, in this case the English Language. The author also studied the historical evolution of Foreign Language teaching in Brazil and the evolution of the University Course of Languages which is the main English teacher s agent of formation. Finally, the work presents some issues related to the evolution of language teaching methodologies and the beliefs and myths which interfere in foreign language teaching in school tradition. / Esta dissertação tem como tema central a formação continuada de professores de inglês da rede municipal de Maceió, Alagoas, destinada a professores de 5ª à 8ª série do Ensino Fundamental. O objetivo da pesquisa foi investigar o processo de institucionalização desse tipo de formação, durante os anos de 1996 a 2006, como também investigar sua configuração naquele momento, no intuito de estabelecer sua trajetória e os resultados que tal empreendimento trouxe ao ensino da Língua Inglesa em escolas da citada rede, pelo menos no sentido de alguma definição metodológica que possibilite alguma renovação no ensino desse idioma. Este estudo utilizou-se de uma metodologia de pesquisa de cunho etnográfico em que se utilizaram entrevistas, questionários, observações de aula, observações de sessões de estudo, análise documental e pesquisa bibliográfica. A pesquisa também se utilizou de um estudo de caso quando da observação da prática de dois professores escolhidos como representativos dos professores que se beneficiaram da Formação Continuada e, conseqüentemente, renovaram suas aulas, e também dos que não se beneficiaram da mesma e, dessa forma, mantiveram a prática pedagógica que já tinham antes de participar das ações da formação continuada. A fundamentação teórica baseou-se nos aspectos legais relacionados à obrigatoriedade da Formação Continuada para professores de ensino básico (Lei 9394/96), além do estudo de fatores relacionados ao papel da Língua Estrangeira no currículo escolar, no caso, o Inglês; a evolução histórica do ensino de Línguas Estrangeiras no Brasil; a evolução do curso de Letras como principal agente formador do professor de línguas e, finalmente, foram abordadas questões relativas à evolução das metodologias de ensino de línguas e às crenças e mitos que comumente envolvem o ensino de Línguas Estrangeiras na tradição escolar.