Syftet med den här fallstudien är att undersöka i hur hög utsträckning verksamma engelsklärare använder sig av estetiska lärprocesser som metod för att underlätta elevers språkutveckling samt finna en förståelse för vad den mängden beror på för att således kunna analysera hur estetiska lärprocesser kan implementeras på ett effektivt sätt i engelskundervisningen. Källdata samlades in genom en kvalitativ enkätundersökning som metod. Enkäten skickades ut via sociala medier i grupper för den utvalda målgruppen. Källdatan analyserades sedan utifrån en fenomenografisk ansats. Totalt femton lärare besvarade enkäten varav åtta valdes ut genom stratifierat urval för en djupare analys. Resultatet visade att lärare använder estetiska lärprocesser i en väldigt varierad mängd. Förekomsten eller avsaknaden av estetiska lärprocesser i undervisningen berodde främst på lärares personliga intresse och inställning till specifika estetiska uttrycksformer men även kunskap och erfarenhet var stora påverkande faktorer. Oavsett hur stor mängd estetiska lärprocesser som förekom i lärarnas engelskundervisning var samtliga positivt inställda till estetiska lärprocesser som språkutvecklande arbetssätt. För att öka mängden estetiska lärprocesser i språkutvecklande engelskundervisning skulle det behövas större sådana utbildningsinsatser på lärarutbildningen samt möjlighet till samarbete och kompetensutveckling på skolorna för redan verksamma lärare. / The aim of this study is to look into to what extent English teachers use aesthetic learning processes as an approach for pupils’ language development and understand what causes the teachers’ chosen amount to be able to analyse how teachers can implement aesthetic learning processes more effectively. The source data was collected through a qualitative online survey sent through selected Facebook groups and analysed based on the phenomenographic approach. A total of fifteen teachers answered the survey and eight of them were chosen through a stratified selection for a deeper analysis. The results showed that the amount of aesthetic learning processes used varies a lot from teacher to teacher. The teachers’ personal attitudes towards different aesthetic forms of expression were the main reason for its use, but factors like knowledge and experience in the different expressions were also a significant influence. All respondents had a positive attitude towards aesthetic learning processes as a language development approach in their English teaching regardless of their own used amount. To increase aesthetic learning processes as a language learning approach in English teaching, it has to be included and taught within the teacher education and as competence development within schools for already working teachers.

教育部自九十年度起實施九年一貫英語教學課程，由於學生程度不一，班級人數過多，教學媒體不足，研究報告指出應該成立英語教學資源中心，提高教師教學品質，規劃線上輔助教學，以增進學生學習機會及學習效果。 本研究從知識管理角度探索英語線上輔助教學，建構英語教學內容知識結構模式及教學知識流程架構；俾使線上教學具備語意查詢機制，開啟英語線上輔助教學創新模式。 英語教學內容知識框架（English Content Knowledge Ontology）抽象化類別具多重之階層、對等及相依關係。將內容知識抽象化類別實體化，其類別與實體之集合，即為本範例所建構之知識框架。 本研究引介物件導向，視內容知識為一個物件，具有不同之狀態及行為；將狀態與行為封裝，物件與物件間藉由訊息進行協調動作，達成整體運作之功能。學生亦為學習流程中一個物件，具有不同之屬性及行為；透過訊息之交換、進行任務協調，達成學習之最終目的。 以UML表示法建構英語線上學習流程三大模型：功能模型─使用案例模型將使用者對系統的需求模型化，靜態模型─物件模型抽出物件，表現出靜態的結構，動態模型─表示出物件與物件之間訊息的流向。 研究中試圖探討有關國小英語線上輔助教學網站之現況。未來期望架構具備語意檢索機制之網站，採自由選擇學習、多元適切評量模式，能紀錄分析學習及測試結果，建立學習紀錄（包括學習風格、習性、態度及學習效果等等）以期增進學生學習機會，分享教學資源。 藉由新的學習模式，學生可以獲得自我成長的資源，同時希望可以喚起更多關懷英語教學網站之研究與發展，為我們的孩子及新的學習方式注入更多生命力。本研究所建構之模式，希望能作為未來發展兒童英語線上學習之參考，以提昇國內兒童英語教育實施之成效。 關鍵詞：九年一貫英語課程、知識管理、知識本體、語意資訊檢索、物件導向、UML / The Grade 1-9 English Teaching Curriculum was put into practice by the Ministry of Education in 2001. Due to the fact that there are too many students in each class and that there is not enough teaching media, the students fall into different levels in English proficiency. Some research concluded that an English Teaching Resource Centre should be established to enhance teachers’ teaching quality and to provide an on-line teaching aid, hence to give the students more learning opportunities and to improve their learning effects. In this study, the on-line English teaching aid was discussed from the viewpoint of Knowledge Management. English Content Knowledge Ontology and English Teaching Knowledge Flow Architecture were suggested to provide an on-line teaching aid with a semantic retrieval system so as to initiate an innovative model for on-line English teaching aids. The English Content Knowledge, Ontology, a model of English domain knowledge, defines the concepts and their attributes, as well as the multiple relationships between the concepts: Class（vertical）, Reciprocity（horizontal）, and dependency（grouping）relationships. An “instance” is hypostatized from an abstract class, and the integration of the abstract classes and the instances represent the English Content Knowledge Ontology built up in this research. The present study has introduced Object Oriented concept that deemed the English content knowledge as an object and as an instance with different Attributes and Operations. Encapsulated attributes and operations engaged in coordination among different objects through exchanges of messages, and resulted in the achievement of the overall system operations. Meanwhile, each student would also be an object in the course of the study and possess different attributes and operations. The final goal, learning, could be achieved through the exchanges of messages for mission coordination. UML was applied in the study to construct the three major models in the on-line English learning. Functional Model – Use case Diagram to model the user’s requirements for the system； Static Model – Class Diagram to abstract an object for showing a static architecture； Dynamic Model – Sequence Diagram to describe the information flow among the objects. This research also attempted to explore the present circumstances of the primary school’s on-line English teaching aid websites. It illustrated the needs of developing architecture for a website with semantic retrieval functions, multiple choice ways of learning and diversified modes for learning assessments It will be able to record and analyse the learning effect and test the result, building up learning records (including learning style, habit, attitude and learning effect) in order to provide each student with more learning opportunities and to share teaching resources with all of the teachers. Through the new learning model, the students are able to obtain learning resources to grow by themselves. The present study also urged more concern on the research and development of the English teaching website in order to provide more vitality to our children and their new learning methods. The model built up in this study may serve as a reference in the development of effective on-line English learning for children. Key words: Grade 1-9 English Teaching Curriculum, Knowledge Management, Ontology, Semantic Retrieval System, Object Oriented, UML

Studien handlar om estetiska lärprocesser i ämnet engelska. Syftet med studien är att bidra till en ökad förståelse för hur pedagoger i årskurs 1 - 3 arbetar med estetiska uttrycksformer i engelskundervisning och hur de kombinerar det med icke-estetiskt lärande. Frågeställningarna undersöks mot bakgrund av tidigare forskning samt vad pedagoger på fältet har för åsikter, uppfattningar och erfarenheter om estetiska uttrycksformer och läromedel som kombination i engelskundervisningen på lågstadiet. Studien är baserad på två forskningsfrågor som undersöks och blir besvarade: Hur kombinerar pedagoger estetiska uttrycksformer och icke-estetiskt lärande i engelskundervisningen i årskurs 1 - 3? Hur ser pedagoger på relationen mellan estetiskt lärande och icke-estetiskt lärande i engelskundervisning i årskurs 1 - 3? Studien består av en teoretisk och en empirisk del där fokus ligger på estetiska lärprocesser med ingång i uttrycksformerna musik och drama samt ett icke-estetiskt lärande som lutar mot läromedel i engelskundervisning. Den teoretiska delen utgår från det sociokulturella perspektivet med Vygotskijs syn på estetiskt lärande där han vill ha in det estetiska perspektivet i skolans undervisning. I denna studien har det framkommit att med hjälp av estetiska lärprocesser som hjälpmedel förstärks elevernas möjligheter att nå kunskaper i engelska språket. Kroppsspråket och sinnena är också en viktig del som hjälper eleverna att på ett enklare sätt befästa engelskkunskaper. Kombineras det estetiska och icke-estetiska lärandet med varandra så blir det en relation mellan lärandeformerna som leder till ett varierat lärande i engelskundervisningen i grundskolan. / This study is about aesthetic learning processes in the English subject. The purpose of the study is to contribute with an increased comprehension of how teachers in grade 1 - 3 work with aesthetic learning processes and how they combine aesthetic learning with non-aesthetic learning in the English subject. The study draws on previous research as well as working teachers’ opinions, perception and experience of working with the combination of the aesthetic form of expression and the teaching media in the English subject in primary school. The foundation of the study lies on two questions which were examined and answered during the course of the study. The questions are as follows: How does the teachers combine aesthetic learning with non-aesthetic learning in the English subject in grade 1 - 3? What do teachers think about the relations between aesthetic learning and non-aesthetic learning in the English subject in grade 1 - 3? The study consists of a theoretical and an empirical section where the main focus lies on aesthetic learning processes drawing on music and drama, on the one hand, and non-aesthetic learning based on teaching media, on the other, in the English classroom. The theoretical framework of the study has its roots in the sociocultural perspective with Vygotsky’s view on aesthetic learning in education. It emerged in the study that with the aid of aesthetic learning processes the pupil’s knowledge of the English language has increased. The body language and senses have an important function in helping the pupil’s to acquire the English language in an easier way. If aesthetic learning is combined with non-aesthetic learning it creates a relation between the two learning processes which leads to a varied learning in the English subject in primary school.

Made available in DSpace on 2016-04-28T18:23:42Z (GMT). No. of bitstreams: 1 Bernardete Spessoto Rodrigues Fazio.pdf: 454524 bytes, checksum: bcb818ae0943e7aa6478e23cbe564049 (MD5) Previous issue date: 2008-05-08 / This study aims at describing and interpreting the classroom practice of English teachers who perceive themselves as digitally illiterate while evaluating their university Technology students as digitally literate. By addressing such a phenomenon of lived experience, this investigation therefore aims at reflecting upon teaching practice and digital literacy issues that emerge from instructional contexts in which computers must be used as mediators in ESP classes. To achieve its purpose, this study is founded on the concepts of reflection (Dewey, 1933, 1938, 1967; Perrenoud, 2002; Schön, 1983, 1987, 1992, 2000), digital literacy (Buzato, 2001; Soares, 2002) and English for Specific Purposes (Hutchinson & Waters, 1987; Strevens, 1988; Robinson, 1991; Dudley Evans & St. John, 2000; Ramos, 2005;Celani, 2005). The methodological approach adopted is the hermeneutic-phenomenological one (van Manen, 1990; Ricouer, 1986/2002; Freire, 2006, 2007). The phenomenon description and interpretation emerged from two teachers textual registers (narrative and interview) on their university teaching experiences in Technology courses and on the way they deal with their perceived digital illiteracy in order to fulfill the institutions and learners demands. This research results indicate that searching and reflection are the themes that constitute the phenomenon on focus, thus revealing its nature, its identity. Such outcomes may provide teachers of English with input to reflect upon digital literacy and upon the ESP approach applied to university contexts in which teachers and students have a different level of knowledge and expertise in managing technological resources / Este estudo tem por objetivo descrever e interpretar o fenômeno da prática docente de professores universitários de inglês que se percebem iletrados digitalmente e que ministram aulas para alunos que consideram digitalmente letrados. Trata-se, portanto, de um estudo que visa a refletir sobre a prática pedagógica e sobre questões de letramento digital que emergem quando se torna necessário inserir o computador como mediador em aulas de língua inglesa, ministradas de acordo com a Abordagem Instrumental. Esta pesquisa se fundamenta nos conceitos de reflexão (Dewey,1933, 1938,1967; Perrenoud, 2002; Schön, 1983,1987,1992,2000), de letramento digital (Buzato, 2001; Soares,2002), e nos pressupostos da Abordagem Instrumental ao ensino-aprendizagem da língua inglesa (Hutchinson & Waters,1987; Strevens,1988; Robinson, 1991; Dudley Evans & St. John, 2000; Ramos, 2005; Celani, 2005). A abordagem metodológica utilizada é a hermenêutico-fenomenológica (van Manen, 1990; Ricouer, 1986/2002; Freire, 2006,2007). A descrição e a interpretação do fenômeno em foco partem de registros textuais (narrativa e entrevista) de duas professoras sobre as experiências que viveram no Ensino Superior e sobre como buscam lidar com sua falta de letramento digital para atender as demandas da tecnologia, da instituição e de seus alunos. Os resultados da pesquisa indicam que busca e reflexão são os temas que constituem a manifestação do fenômeno investigado, revelando sua natureza, sua identidade. Tais resultados podem contribuir para que docentes de inglês reflitam sobre questões de letramento digital e sobre a Abordagem Instrumental aplicada a contextos universitários em que professores e alunos têm conhecimento e domínio diferenciado do uso de recursos tecnológicos

O presente trabalho tem como objetivo investigar cinco contextos de ensino de língua inglesa nos níveis fundamental e médio de escolas públicas e particulares. Trata-se de uma pesquisa qualitativa de caráter etnográfico que se realizou a partir de entrevistas com coordenadores, professores e monitores das escolas participantes deste estudo; de gravações de aulas feitas em áudio onde atuei como pesquisadora-observadora; de notas de campo e material coletado durante a pesquisa (trabalhos de alunos, material didático utilizado pelos professores, folhetos informativos sobre as escolas). O estudo destes contextos revelou que língua inglesa é interpretada como disciplinaproblema e, portanto, tende a receber um tratamento diferenciado por parte das escolas que procuram ministrar tal disciplina a partir do estabelecimento de formas alternativas de ensino: a parceria entre um colégio particular de ensino fundamental e médio e uma escola de línguas, a criação de um Centro de Línguas próprio dentro de um colégio, a terceirização do ensino de inglês em um colégio de ensino fundamental e médio, a utilização de uma Disciplina-Projeto de inglês para o ensino médio em uma escola da rede pública e Aulas de Revisão para alunos do terceiro ano do ensino médio de escolas públicas visando o aprendizado de leitura. A partir do diagnóstico de inglês como disciplina-problema, houve a percepção de que há um embate entre o tradicional e o novo no ensino de inglês. Tal conflito reside no fato de que as escolas buscam inovações pedagógicas que as situem como mais adequadas e eficientes às propostas educacionais contemporâneas, porém, ao mesmo tempo, parecem sofrer abalos na sustentabilidade de seus próprios projetos devido às inevitáveis influências presentes nas sociedades pós-modernas: por exemplo, a atribuição de se \"dominar\" o idioma estrangeiro inglês como exigência para se tornar parte do mundo globalizado e de se conseguir um bom emprego no futuro. Os dados deste estudo igualmente assinalaram a questão da mercantilização do ensino de inglês decorrente das demandas globais e em um grupo de comunidades educacionais locais onde, nos bastidores, inglês é percebido como disciplina-problema. / The purpose of this study is to investigate five contexts of English language teaching and learning within the scope of elementary and high school levels of public and private institutions. This is a qualitative research with ethnographic characteristics which was conducted through interviews with coordinators, teachers, and monitors from schools; audiorecordings of classes where I acted as an observer-researcher; classroom notes; and material gathered during the research (students\' homework assignments, didactic material used by teachers, leaflets concerning those schools). The study of these contexts has revealed that the English language is interpreted as a synonym of a \"subject of problems\", and therefore it may be handled in a different manner by schools which try to teach it by establishing alternative ways: the partnership between a private elementary and high school and a language school; a private school which created its own language center; an outsourcing of English language teaching adopted by a private elementary and high school; a special subject where students are supposed to learn English through projects in a public high school; and English revision classes for third-year secondary students of public schools which focus on teaching reading. According to the diagnosis of English as a \"subject of problems\" there is a \"clash\" between the traditional and the new in English teaching and learning. Such conflict is aroused from the searching for new pedagogic innovations used by schools in order to become more efficient and adequate for contemporary educational propositions. However, at the same time, these alternatives chosen by schools cannot sustain their own projects owing to the inevitable influences in post-modern societies: for instance, to \"master\" English as a foreign language as a requirement for taking part in a globalized world, as well as for getting a good job in the future. The data of this study have equally stressed the question of English as a \"market product\" in view of global demands in local educational communities, the background of which includes the interpretation of English as a \"subject of problems\".

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-10-13T19:58:12Z No. of bitstreams: 2 Tese - Paula Graciano Pereira - 2013.pdf: 6654770 bytes, checksum: 65d371e134fb77d92b067d52e31a0a9e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-13T20:49:05Z (GMT) No. of bitstreams: 2 Tese - Paula Graciano Pereira - 2013.pdf: 6654770 bytes, checksum: 65d371e134fb77d92b067d52e31a0a9e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-13T20:49:05Z (GMT). No. of bitstreams: 2 Tese - Paula Graciano Pereira - 2013.pdf: 6654770 bytes, checksum: 65d371e134fb77d92b067d52e31a0a9e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-08-30 / This study focuses on pre-service English teachers’ education under critical and socialhistorical- cultural perspectives throughout the course of supervised practicum. The main goal of this research is to understand the meanings the participants build about teaching English as a carrier. It also aims at identifying and analyzing the senses attributed by the participants to the English language and its teaching-learning, as well as identifying and analyzing the participants’ perceptions of teaching English as a carrier. This research was held during the first semester of 2010, at Universidade Federal do Tocantins, and had the participation of two student-teachers at their last term at Letras Portuguese- English course. A qualitative approach was adopted to collect and to analyze the data in this case study. The data were obtained by means of a questionnaires, interviews, observation, field notes, audio and video recording and written tasks done by the participants. The data were then analyzed under the conceptions of socio-historicalcultural theory and Critical Applied Linguistics. Amongst the conclusions found, we observed that the participants present varied and many times contradictory conceptions, postures and attitudes towards their perceptions of the English language, its teachinglearning and what it means to be an English teacher nowadays. For the studentsteachers, the English language can assume different meanings, with emphasis on those regarding its relations with the market, globalization and cultural imperialism. The role English can assume as a social inclusion or exclusion factor was also highlighted by the participants. Another conclusion we arrived at concerns the meanings attributed to teaching English as a carrier and the choice for this profession, which is perceived by the participants as a complex and tiresome carrier, with low social and financial acknowledgement. However, on the other hand, it was also pinpointed that it is a very important profession for the construction of a fairer and more equalitarian society. / Este estudo tem como foco a formação inicial de professores de inglês, na disciplina de estágio supervisionado, sob a ótica das perspectivas crítica e sócio-histórico-cultural. O objetivo principal desta pesquisa é compreender os sentidos que os participantes constroem acerca da docência em Língua Inglesa (LI). Para isso, procuramos identificar e analisar os sentidos atribuídos, pelos participantes, à LI e ao ensino-aprendizagem da LI, bem como identificar e analisar as percepções dos participantes com relação ao exercício da docência em LI. Adotando uma abordagem qualitativa de coleta e análise dos dados, este estudo de caso foi conduzido no primeiro semestre de 2010, na Universidade Federal do Tocantins, e contou com a participação de dois alunosprofessores no último período do curso de licenciatura em Letras Português-Inglês. Os dados, obtidos por meio da utilização de questionário, entrevistas, observações, notas de campo, gravações em áudio e vídeo e produções escritas realizadas pelos participantes, foram analisados à luz de estudos sobre a teoria sócio-histórico-cultural e seus desdobramentos teóricos e sobre a Linguística Aplicada Crítica. Entre as conclusões obtidas, observamos que os participantes apresentam concepções, posturas e atitudes variadas e, muitas vezes, contraditórias no que diz respeito às suas percepções sobre a língua inglesa, o ensino-aprendizagem de inglês e o que significa ser professor de inglês na contemporaneidade. Para os alunos-professores, a língua inglesa pode assumir diferentes sentidos, enfatizando-se os concernentes às suas relações com o mercado, com a globalização e com a colonização cultural e, sobretudo, à sua atuação como fator de inclusão ou de exclusão social dos indivíduos. Outra conclusão observada recai sobre os sentidos atribuídos à docência em língua inglesa e à escolha da profissão professor, que é percebida pelos participantes como carreira complexa, desgastante e com pouco prestígio e reconhecimento social e financeiro, mas muito importante na construção de uma sociedade mais justa e igualitária.

Depuis l’ouverture des concours de recrutement de l’Éducation nationale aux ressortissants européens, au début des années 1990, de nombreux Britanniques et Irlandais ont rejoint le contingent d’enseignants certifiés et agrégés d’anglais. Ces professeurs d’anglais « locuteurs natifs » (PALN) n’ont pas été socialisésen France et mettent parfois des années à décoder le système éducatif français et leur intégration professionnelle dépend de nombreux facteurs. Si le CAPES et l’Agrégation constituent une étape cruciale dans le processus d’interculturation, parce qu’ils initient les candidats anglophones aux normes, règles et valeurs du système éducatif français et de l’anglais-objet d’étude universitaire et d’enseignement-apprentissage en France, ces premiers ne sont en réalité que les prémisses d’une longue construction de l’identité professionnelle de ces enseignants. La présente enquête, élaborée dans une perspective ancrée et compréhensive et qui s’appuie sur des méthodes mixtes, a permis au chercheur d’explorer comment les PALN perçoivent leur vie et leur identité professionnelles. Une analyse du discours des participants et des interactions enquêteur-enquêté amène le chercheur au cœur de la problématique identitaire des enseignants« natifs » qui se retrouvent face à un paradoxe : si le « capital natif » est un atout pour réussir les concours de recrutement, une interculturation (Demorgon, 1999) « trop » réussie peut fragiliser ce même capital qui, pour conserver son intérêt et rester dynamique, doit être sans cesse actualisé. / Since the early 1990s, EU citizens have been able to sit the competitive examinations which give access to qualified teacher status within the French education system, without needing to have French nationality. This change has attracted British and Irish candidates who were not necessarily qualified to teach before moving to France and who, as native English-speaking teachers (NESTs), were not socialized there. Consequently, it sometimes takes them years to decode the French education system. For these teachers, comfortable professional integration depends on their capacity to adjust not only to the requirements of French schools, but also to the French approach to teaching and learning English. Taking the CAPES is one step towards interculturation, since by doing so, English-speaking candidates gain an insight into the norms, rules and values of the French education system and see how English is taught at university and in schools in France. However, passing the exam is only the first step towards building aprofessional teacher identity, which is a long process. The present investigation into the professional identity of NESTs from the UK and Ireland was constructedfrom a Grounded Theory and interpretative perspective using mixed methods. The researcher seeks to understand how participants perceive their professional identity and life as English teachers in the French education system. An analysis of participants’ discourse and of interviewer/participant interaction brings tolight the following paradox: the initial “gift” which helps NESTs through the rigorous state examinations can be weakened by strong interculturation and needs to be updated and enriched in order to remain an asset.

La evaluación del aprendizaje del inglés en las carreras que estudian esta lengua con fines específicos en la Universidad Central "Marta Abreu" de Las Villas da cuenta de niveles de competencia comunicativa que no se corresponden con las exigencias que los estudiantes encontrarán en la práctica profesional. El estudio se dirige a la mejora del proceso de enseñanza-aprendizaje del inglés centrado en modificaciones al proceso de evaluación. Este se concibe como proceso integrado a la enseñanza y el aprendizaje mediante el uso de formas alternativas de evaluación. Estas formas deben propiciar una evaluación formativa de la lengua en situaciones auténticas de comunicación. El trabajo se centra en la formación del profesor para introducir los cambios en sus prácticas evaluativas y como resultado se hacen factibles transformaciones a corto plazo que repercuten en un mejor aprendizaje de la lengua. La investigación se realizó desde una perspectiva interpretativa, utilizando una metodología cualitativa. / The assessment of English Language Learning in ESP Courses at the Central University "Marta Abreu" of Las Villas reflects levels of communicative competence which do not correspond to the demands students will find in their future professional practice. The study is aimed at improving the teaching and learning process of English focused on changes in the assessment process. This process is conceived as an integral part of the teaching and learning of English language using alternative forms of assessment. These forms must ensure a formative assessment of the language in authentic communicative situations. The work focuses on the teachers' training in order to introduce changes in their assessment practices. As a result, changes are feasible in a short period of time leading to a better learning of the language. The research was conducted from an interpretative perspective using a qualitative methodology.

DIORIO, Renata Rovaris. As expectativas dos alunos e as concepções dos professores da 8a. série do ensino fundamental sobre o ensino e aprendizagem da língua inglesa. 2006. 150f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-12T17:57:03Z No. of bitstreams: 1 2006_Dis_RRDIORIO.pdf: 1055171 bytes, checksum: ccf0dc31d5c14d8e0b7613016eca3666 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-13T10:57:25Z (GMT) No. of bitstreams: 1 2006_Dis_RRDIORIO.pdf: 1055171 bytes, checksum: ccf0dc31d5c14d8e0b7613016eca3666 (MD5) / Made available in DSpace on 2012-07-13T10:57:25Z (GMT). No. of bitstreams: 1 2006_Dis_RRDIORIO.pdf: 1055171 bytes, checksum: ccf0dc31d5c14d8e0b7613016eca3666 (MD5) Previous issue date: 2006 / The motivation for this research was the fact that the students didn’t learn English in the classroom at a public school in 2002. The main question for this research was: Why haven’t the students learned English at the end of the Junior High School? So, the aims of this research were: show the student’s expectations towards the English Teaching and Learning Process and analyzing the speech of their teachers about the English Learning Acquisition Process and the English Teaching Process and also their practice in the classroom. The ones who got involved in this research were students and teachers respectively from the 8th grade of a public and private Junior High Schools in Campo Grande-MS. The used methodological tool for this research was the Analyses of the Speech. Some of the found results were: the results from the interviews with the students showed that they don’t know why they learn English and they don’t have explanations for the meaning of this foreign language in their curriculum. The majority of the students say that they don’t like the way how their teachers teach this target language. And the results from the interviews with the teachers showed that they don’t know the legal rules that guide their English Teaching Practice and the meaning of having a theoretical pedagogic way to guide them in the classroom. Besides, the results also showed me that the English Teaching Practice (the tradicional one) need to be changed towards a Reflective Teaching Practice for helping the teacher to think what he had been doing at the classroom and change his pedagogic way to the student’s necessities, if it’s necessary, in any time. / A motivação para desenvolver essa pesquisa originou-se do fato de que os alunos não aprendiam Inglês na sala de aula, em uma escola pública de Campo Grande (MS), em 2002. A questão principal para esse estudo foi: Por que os alunos não aprendem Inglês no Ensino Fundamental? E os objetivos desta pesquisa foram: mostrar as expectativas dos alunos, com relação ao processo de ensino e de aprendizagem do Inglês, analisar as falas dos professores sobre os processos de ensino e de aprendizagem da Língua Inglesa e de suas práticas pedagógicas. Os sujeitos da pesquisa foram: alunos e professores da 8ª série do Ensino Fundamental da rede pública e particular de Campo Grande-MS. O instrumento para análise dos dados coletados constituiu-se na técnica da Análise de Conteúdo. A análise dos dados levantados mostrou que os alunos não sabem porque aprendem o Inglês, não têm posicionamentos ou justificativas, quanto ao significado de aprender esta língua-alvo e a maioria deles ainda afirma que não gosta da maneira como o seu professor ensina este idioma. Os professores também revelam que desconhecem as normatizações que determinam o ensino de Inglês nas escolas e que não têm um referencial teórico definido para orientar a prática docente. O estudo possibilitou-me atingir alguns “pontos de chegada”, como por exemplo: indicações de que os alunos não agüentam mais aprender o Inglês pela abordagem tradicional do ensino de idiomas e que a ação do professor de Língua Inglesa precisa ser norteada por uma prática crítico-reflexiva que o possibilita a reconhecer o que está fazendo em sala de aula e mudar sua ação pedagógica se necessário for, diante das expectativas e necessidades dos seus alunos.

Made available in DSpace on 2014-12-17T15:06:51Z (GMT). No. of bitstreams: 1 BrunaQV_DISSERT.pdf: 1394554 bytes, checksum: c15377317ee4b3e72f13311f78cb95cb (MD5) Previous issue date: 2011-02-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional, for different reasons; however, the low professional appreciation was a recurrent aspect among the studied narratives. When asked about where they work, the private school teachers seemed to be more satisfied with the teaching-learning process than the ones from the public schools. We believe that the data analyzed in this study is important to show how some English teachers from Natal-RN see their profession. The results might be used in continuing education courses as food-for-thought in group discussions, as it is extremely important to emphasize and stimulate this practice / O estudo das representa??es sobre o ensino e a aprendizagem de l?nguas ? um campo de investiga??o crescente na lingu?stica aplicada brasileira pois nos permite compreender as representa??es dos professores e como estes concebem o ensino. Com isso, ? poss?vel tra?ar planos e medidas para mudar a realidade da educa??o para melhor. Este trabalho visa identificar, interpretar e discutir algumas representa??es de professores de ingl?s como l?ngua estrangeira em variados contextos escolares de Natal-RN, a respeito de: si mesmos, sua profiss?o e o ensino no contexto onde atuam. A base te?rico-metodol?gica ? a Lingu?stica Sist?mico- Funcional de Halliday (1994; HALLIDAY & MATHIESSEN, 2004; EGGINS, 1994, entre outros). Buscamos levantar as representa??es constru?das pela linguagem, principalmente por meio da metafun??o ideacional, pois ? a partir do uso da linguagem que nos expressamos sobre o mundo externo (eventos, qualidades, coisas, etc.) e o mundo interno (pensamentos, cren?as, sentimentos, etc.). O corpus desta pesquisa ? formado por 21 narrativas docentes, geradas a partir de um question?rio aplicado aos professores participantes, que foram divididos em dois grupos: Grupo 1 (professores de escolas p?blicas) e Grupo 2 (professores de escolas particulares e cursos de l?nguas). A maioria dos professores pareceu estar satisfeita com a escolha da profiss?o. Muitos veem o of?cio como um desafio e uma possibilidade de transmitir conhecimento. Todos afirmaram que o professor de ingl?s ? um profissional; no entanto, a pouca valoriza??o profissional foi um tema recorrente. Em rela??o ao ensino na escola onde lecionam, os professores dos contextos particulares pareceram mais satisfeitos que os professores de escolas p?blicas. Diante das respostas desta pesquisa, acreditamos que este estudo teve relev?ncia para apontar o que pensam alguns professores de l?ngua inglesa de Natal-RN. Os resultados indicados aqui poder?o vir a ser utilizados como argumentos para discuss?o em grupo em cursos de forma??o continuada de professores de l?ngua inglesa, com o objetivo de enfatizar a constante necessidade deste tipo de forma??o profissional