O presente trabalho analisa as taxas de transferência da regra de vocalização da lateral em posição pós-vocálica para o inglês por falantes de língua portuguesa como língua materna em diferentes estágios do processo de aprendizagem. Para tanto, fizemos duas coletas de dados em diferentes situações. A primeira coleta foi feita em Dublin, Irlanda com cinco aprendizes de inglês em níveis pré-intermediário e intermediário em situação de aquisição de segunda língua. Essa coleta foi realizada em dois momentos do aprendizado dos informantes, uma próxima à data de sua chegada na Irlanda e outra após três meses de sua estada no país. A segunda coleta foi realizada em Canoas, na região metropolitana de Porto Alegre – RS, com seis informantes detentores de diferentes certificados da Universidade de Cambridge (FCE – First Certificate in English e CPE – Certificate of Proficiency in English). Para que pudéssemos fazer essa análise, encontrando os fatores lingüísticos e extralingüísticos que estavam agindo na aplicação, ou não, da regra variável aqui testada, submetemos os dados coletados ao programa computacional GOLDVARB2001. As coletas foram analisadas separadamente e em conjunto. Os grupos de fatores testados foram: acento, posição na palavra, contexto precedente, contexto seguinte, nível de inglês, tipo de gravação e informante. As variáveis posição na palavra, contexto precedente e nível de inglês foram as selecionadas pelo programa quando todos os dados foram testados. As variáveis contexto seguinte e tipo de gravação mostraram-se não atuantes na transferência da regra de vocalização. Das variáveis extralingüísticas, a variável nível de inglês foi a que mais se mostrou atuante, uma vez que foi selecionada em todas as rodadas, assim como a variável lingüística posição na palavra. / This study analyses the transference rates of vocalization rules of the lateral in post-vocalic position into English by speakers of Portuguese as mother language in different stages of the learning process. In order to do that, two data collection were made in different situations. The first collection was made in Dublin, Ireland, with 5 learners of English as a second language in pre-intermediate and intermediate levels. This collection took place in two moments of their learning process, one close to the date of their arrival in Ireland and another one three months later. The second collection was made in Canoas, in the metropolitan area of Porto Alegre – RS, with 6 informants who have different certificates from Cambridge University (FCE – First Certificate in English e CPE – Certificate of Proficiency in English). In order to make this analysis, finding the linguistic and extralinguistic factors which were influencing the application or non-application of the variable rules tested here, the collected data were submitted to the computational program GoldVarb2001. The collections were first analysed separately and, afterwards, the results were compared in only one run with all the collected data. The groups of factors tested were: stress, word position, preceding context, following context, English level, type of recording and informant. The variables word position, preceding context and English level were selected by the program when all data were tested. The variables following context and type of recording were shown as non acting in the transference of the vocalization rule. From the extralinguistic variables, the variable English level was the one which most acted since it was selected in all the runs as well as the linguistic variable word position.

Orientador: Mariângela Spotti Lopes Fujita / Banca: Maria Isabel Asperti Nardi / Banca: Nair Yomiko Kobashi / Resumo: A leitura em inglês para o fim de elaboração de resumos documentários pode ser facilitada mediante a utilização da abordagem do inglês instrumental. O aluno aprende estratégias de leitura que o ajudam na compreensão dos textos sem precisar ter o total domínio do inglês. A proposta desta pesquisa consiste na investigação do processo de leitura de um texto em inglês após os conhecimentos adquiridos nas disciplinas de "Inglês Instrumental" e "Indexação e Resumos" no curso de Biblioteconomia. Propomos uma interface entre as duas disciplinas com a finalidade de compreensão de textos em inglês para realização da tarefa de elaboração de resumos. Os objetivos são: trazer contribuição para as disciplinas afins no que concerne à orientação de leitura para elaboração de resumos, fazer levantamento de indicadores de leitura para elaboração de metodologias com a sugestão da utilização do Inglês Instrumental. Tal investigação foi realizada por meio de levantamento bibliográfico sobre resumo, leitura e por meio de observação do processo de leitura. A técnica da coleta de dados foi a denominada Protocolo Verbal. Os processos de leitura observados foram realizados por dois alunos do quarto ano do curso de Biblioteconomia do campus da UNESP de Marília. Receberam instruções quanto ao uso do Inglês Instrumental, para superação dos problemas oriundos da deficiência de conhecimento da língua e, instruções quanto às técnicas de síntese, análise e representação do documento para a elaboração do resumo documentário. Verificamos como procedem à compreensão do texto na tarefa de leitura para elaboração do resumo documentário e observamos que utilizam as estratégias de leitura aprendidas nas aulas de "Inglês Instrumental", bem como utilizam o conhecimento adquirido sobre a elaboração do resumo. Os resultados obtidos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Reading in English with the purpose of writing abstracts can be facilitated through ESP (English for specific purposes) approach. The student learns reading strategies that help him in text comprehension without the necessity of having great knowledge in English. This research proposal is to investigate the reading process of a written English text after the students had been acquainted with the two disciplines (ESP and 'Indexing and Abstract') in the Library Science course. We propose an 'interface' between both subjects in order to comprehend English written texts to the task of writing abstracts. The objectives are to contribute to these subjects related to the reading orientation to the abstract writing task and to point out some reading indicators to methodologies suggesting ESP approach. This research was carried out by the analysis of abstract and reading bibliographies and observation of the reading process. The technique of the data collecting was the one denominated Thinking Aloud. The reading process observed was carried out by two students from the fourth grade of Library Science at UNESP in Marília. Both of them had taken the two subjects above mentioned during the course. They received instructions about the use of ESP to overcome problems of the weak language knowledge and also about the synthesis, analysis and representation of the document. We verified how they read a text in order to write an abstract and observed that they used the reading strategies learned in the ESP classes as well as the knowledge about abstract writing. The obtained results indicate that the instrumental approach may be useful to the abstract writing task by means of appropriate reading strategies, such as, vocabulary strategies, language structure, paragraph structure, textual markers, selectivity, metacognitive monitoring, prediction, nominal... (Complete abstract, click electronic address below) / Mestre

Made available in DSpace on 2016-04-28T18:22:30Z (GMT). No. of bitstreams: 1 Cristina Mayer Acunzo.pdf: 8596886 bytes, checksum: 927873d87d87ec25d4a15eb12f26ab7f (MD5) Previous issue date: 2012-05-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed at identifying the lexicogrammatical patterns of a corpus of texts about Advertising for the development of activities for the teaching of English as a foreign language with corpora to professionals who work in this area. In order to achieve this aim, the main theoretical framework for the research is provided by Corpus Linguistics, which is an area that supports the research and the study of the language in use (BERBER SARDINHA, 2004; 2009, 2011); this study is mainly concerned with the interface between corpus and the teaching of foreign languages. Therefore, it is also based on the approaches developed by Sinclair (1991; 2004a; 2004b), Johns (1991), Willis (1990), Berber Sardinha (2009; 2011) and Willis e Willis (2007), which refer to the exploration of corpora in language teaching through the identification and analysis of lexicogramatical patterns and the teaching based on a lexical approach. The results of the analysis of the corpus showed that there is a great variety of language patterns related to Advertising to be studied. We have found a range of patterns and collocates which, if adequately explored by both teachers and students, can help the professionals in this field communicate effectively. We proposed, then, three activities for the teaching of English with those patterns. The study presented here intended to have made an original contribution to the development of classroom activities based on corpora, as well as to professionals in Advertising, for whom there is few teaching materials available / Esta pesquisa teve como objetivo principal a extração dos padrões lexicogramaticais de um corpus composto por textos da área de Publicidade para a preparação de atividades de ensino de Inglês como Língua Estrangeira com corpora para estudantes do idioma que atuam nessa área. Para tanto, encontramos suporte teórico principal na Linguística de Corpus, uma área que proporciona a pesquisa, o estudo e a exploração da língua em uso (BERBER SARDINHA, 2004; 2009; 2011); em especial, na sua vertente que trata da interface corpus e ensino de Língua Estrangeira. Assim, servem de embasamento teórico para a pesquisa as abordagens desenvolvidas por Sinclair (1991; 2004a; 2004b), Johns (1991), Willis (1990), Berber Sardinha (2009; 2011) e Willis e Willis (2007), que dizem respeito à exploração de corpora no ensino por meio da identificação e da análise de padrões lexicogramaticais da língua e ao ensino por meio da abordagem lexical. Os resultados da análise do corpus sugerem que existe uma grande variedade de padrões de linguagem relativos a Publicidade a serem estudados. Encontramos diversos padrões e colocados que, se bem explorados por professores e alunos, podem auxiliar na comunicação dos profissionais dessa área. Propomos, assim três atividades de ensino de Língua Inglesa com esses padrões. A pesquisa pretendeu ter feito uma contribuição original para o desenvolvimento de atividades de ensino baseadas em corpora, bem como para estudantes que atuam na área de Publicidade, para a qual existe pouco material didático no mercado

The importance of learning English to find success in today’s global community has never been more vital. However, choosing the best method for teaching English language skills in the second language (L2) classroom is still open for debate. This paper examines L2 strategies for teaching English in Taiwan. More important, it examines the notion that English as a Foreign Language (EFL) training in Taiwan could be made more successful by incorporating more effective EFL teaching strategies, including a communicative, or creativity based methodology for second language learning. EFL teaching methodology in Taiwan has and continues to emphasize a teacher centered learning strategy for L2 instruction, one where students do not question the instructor’s opinions or authority—a learning environment where students heavily rely on memorization, where creativity and critical thinking take a back seat in the classroom learning environment, in many ways a receptive style methodology. This paper will attempt to identity and examine what factors determine why Taiwanese teachers continue to rely on the teacher centered approach to L2 training— emphasizing a receptive methodology to EFL instruction, as opposed to a more creative, or communicative approach emphasizing critical thinking and creativity. Data from this study is derived from interviews of multiple Taiwanese university students currently studying in United States. Data is also drawn from the writings of leading researchers and scholars as amplified upon in the literature review section and related discussions. This paper first examines some of the underlying concerns associated with Taiwanese L2 training programs and related EFL research. It also reviews the results of data analysis of student interviewee responses, which point to two main problem areas, or themes, which negatively impact Taiwan L2 training strategies: 1) an over emphasis on teacher centered instruction or a lecture only lesson 2) an over emphasis on student memorization as a learning technique, which may lead to an absence of critical thinking and creativity in the L2 learning environment. Discussions also examine how more effective elements of EFL teaching methodology may positively impact L2 training in Taiwan. The findings of this paper will hopefully add a positive perspective regarding L2 training in Taiwan as well as improve study experiences for those Taiwan students seeking to further their educational opportunities in America.

There are many different perceptions when it comes to teachers’ instructional language choice in the EFL classroom. Some argue for maximum use of the target language while others believe that judicious use of the L1 can benefit the students’ second language learning. The aim of this study is to investigate what research says about teachers’ target language use and first language use in upper level EFL classrooms, as well as teachers’ attitudes and beliefs regarding the choice of instructional language. The findings from this systematic literature review show that teachers mainly used L1 to save time, to explain grammar and vocabulary and to create a positive classroom atmosphere. Furthermore, the results also showed that teachers’ choice to use L1 heavily depended on students’ level of proficiency. Lastly, the results indicate that teachers not always use the L1 for pedagogical reasons, but in many cases for pragmatical reasons, individual beliefs and out of concern for students’ well-being.

Due to the fact that adolescents are familiar with so many different media and technology resources today, learning in a conventional way is no longer effective. The aim for this literature review was to analyse what research shows about the use of film as a teaching tool in English to develop students’ linguistic and critical thinking skills in upper secondary EFL classrooms. The results disclosed that film can improve students’ linguistic skills and critical thinking. One reason for this is that film is already such a large part of students’ lives and provides a meaningful and familiar context for them and that film offers visual support. Studentsʼ felt motivated to see and experience “real-life” situations as opposed to reading the conventional textbook. Interaction between the students also proved to be vital in developing their language skills. Results also showed that it is imperative that teachers present film not only as a tool of entertainment, but one for teaching as well. This can be done by creating contextualized assignments related to the film. The literature review concluded that there are gaps in knowledge of this subject and that further research is desirable.

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.

<p>Today English is a world language; it is spoken by millions both as first and second language almost all over the world. The varieties best known to Swedish pupils are the varieties British and American English. Another variety of English, which is spoken by both native and non-native speakers, is a mixture of British English and American English called Mid-Atlantic English. As long as the English language has been a part of the Swedish curriculum, the leading variety taught has been British English, but lately American English has influenced Swedish teenagers because of its prominent status in media. Since both British English and American English are used in Swedish schools, different attitudes can be perceived among pupils and teachers towards these two varieties. The aim of this paper is to determine if Swedish pupils are using British or American English or if they mix these two varieties. Attitudes and prejudice amongst pupils and their teachers towards these two varieties are looked into as well as whether the pupils speak the variety of English they claim they speak. The question of why the pupils speak the variety they do is also investigated. The results show that most pupils mix British and American English and that American English features predominate in the mix. According to this investigation, teachers and pupils find British English to be a bit “snobbish” while American English can sound a bit “cocky” to them. This investigation concludes that the two major influences on the pupils are their teachers and different kind of media.</p>

<p>In Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazil, and questionnaires were distributed to teacher and students. Of the many possibilities raised as hypotheses for the effective English learning in Sweden, teacher’s educational background, working hours per week, number of students per teacher, were found to be more problematic in Brazil, according to the teachers’ questionnaire. When it comes to students, it appears that Brazilian students show a lack of commitment to their learning tasks and awareness of the importance of learning English. In addition, several social aspects have to be taken into account when judging the educational situation of a country, but the importance of a good education can never be overlooked.</p>

This dissertation investigates the effects of instruction on the acquisition of pragmatic competence in the classroom setting, and specifically in the English as a Foreign Language (EFL) classroom. In particular, we examine the effects of instruction on learners' pragmatic development of a specific speech act, that of suggestions, with the goal of expanding the range of learning targets addressed in pragmatic interventional studies (Kasper and Rose, 2002). Apart from dealing with instructional effects, we also take into account the need to investigate various types of instruction in order to ascertain their effectiveness (Kasper and Rose, 2002). In this way, we analyse two different treatments (i.e. explicit and implicit) that have been operationalised on the basis of the principles underlying the paradigms of Focus on FormS and Focus on Form (Long, 1991, 1996, 1998; Doughty and Williams, 1998; Long and Robinson, 1998; Doughty, 2001). The aim of comparing both teaching approaches is to determine whether the two treatments are equally effective in developing learners' pragmatic competence regarding their production, awareness and confidence when judging the appropriateness of suggestions in different situations. Additionally, we are also concerned with issues related to research methodology and, bearing in mind findings from studies that observed task effects between oral and written production tasks (Houck and Gass, 1996; Sasaki, 1998; Safont, 2001), we have compared our learners' performance when making suggestions in two different tasks: an oral production task (i.e. phone messages) and a written production task (i.e. email).The results of the investigation indicate that, in comparison to the control group, both the explicit and implicit groups improved their pragmatic competence regarding their production, awareness and confidence when judging the appropriateness of suggestions in different situations. Moreover, comparing the explicit and implicit groups' performance in the post-test no statistical differences were observed between the two instructional treatments, which illustrates the effects of both explicit and implicit instruction to develop learners' pragmatic competence in the EFL classroom. The findings also show that the production task in which learners are engaged influences their use of suggestions, since there were task effects between the two production tasks employed in our study (i.e. phone messages and emails). In conclusion, the results obtained in this dissertation expand the scope of enquiry in the field of interlanguage pragmatics as well as outline practical pedagogical implications and open several lines of investigation to be examined in future research.