Made available in DSpace on 2016-04-28T18:22:51Z (GMT). No. of bitstreams: 1 Cleusa Leite Lopes.pdf: 615169 bytes, checksum: 0add027faa482acf414ed12b44fc87cf (MD5) Previous issue date: 2014-06-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Undergraduate students start the ESP course at university with representations that influence the process of language learning. A more consistent analysis of those representations and their possible changes has motivated this research. This study aimed to investigate the transformations that occurred with the representations of students of a Tourism and Hotel Undergraduate Program. The research was carried out by comparing the previous representations of English language and initial and final representations in order to find out which of them reflected some of the notions of the Language for Specific Purposes approach. This study is grounded on the concepts of Social Representation discussed by Moscovici (2000/2011), Jodelet (1989/2001); language of emotions, by Ekman (2011); Languages for Specific Purposes (LSP) approach, of which English for Specific Purposes makes part, discussed by Hutchinson and Waters (1987-1996), Dudley-Evans and St. John (1998) and on The Brazilian ESP Project, by Celani, Holmes, Scott and Ramos (1988), Celani et al. (2005) and Ramos (2005, 2008) and on a brief view of new directions for Specific Purposes research (BELCHER et al., 2011). It is a case study (Stake, 1995) and was developed at a private higher education institution, located in the state of São Paulo, Brazil. The participants were thirteen students enrolled in the Tourism and Hotel Undergraduate Program. The data were collected using one questionnaire at the beginning and one questionnaire at the end of the discipline, one report at the beginning and one report at the end of the discipline, and also by interviewing the students at the end of the discipline. The results showed that there were expressive changes in the students' representations and that the Language for Specific Purposes approach is related to these changes. This research indicates the importance of the teacher s awareness regarding his/her students representations. This comprehension may contribute better classroom management, considering the importance of individuals representations within a social group, in a specific context in which the learning process takes place. It may also provide the student with the possibility of participating in a new experience and, based on that experience, change a situation or a felling that disturbs him/her. I consider these concerns relevant for development process of higher education students as professionals / Os alunos de ensino superior iniciam a disciplina Inglês Instrumental trazendo consigo representações que influenciam o processo de aprendizagem da língua. Uma análise mais consistente dessas representações e suas possíveis mudanças motivou o desenvolvimento desta pesquisa. O objetivo foi investigar as transformações ocorridas nas representações de alunos universitários matriculados em um Curso Superior de Turismo e Hotelaria, com base na comparação entre as suas representações prévias acerca da língua inglesa, e iniciais e finais acerca da disciplina Inglês Instrumental. Esta pesquisa está fundamentada no conceito de Representação Social (MOSCOVICI, 2011; JODELET, 1989/2001), na linguagem das emoções (EKMAN, 2011), na Abordagem Instrumental, da qual Inglês para Fins Específicos é parte integrante (HUTCHINSON e WATERS, 1987/1996; DUDLEYEVANS e St. JOHN, 1998), no Projeto Ensino de Inglês Instrumental em Universidades Brasileiras, a partir dos autores Celani, Holmes, Scott e Ramos (1988), Celani et al. (2005) e Ramos (2005, 2008), e em um breve panorama das novas direções da pesquisa em ESP (BELCHER et al., 2011). A pesquisa insere-se no quadro metodológico qualitativo, cracterizando-se como um estudo de caso (STAKE, 1995) e foi desenvolvida em uma instituição de educação superior particular, situada em um município da Grande São Paulo. Os participantes foram treze alunos devidamente matriculados no Curso Superior de Turismo e Hotelaria. Os dados foram coletados por meio de questionários iniciais e finais, relatos iniciais e finais e, também, entrevistas semi-estruturadas ao final da disciplina. Os resultados obtidos demonstram que houve transformações expressivas nas representações dos alunos, decorrentes da abordagem instrumental. Esta pesquisa evidencia a importância do professor conhecer as representações de seus alunos para melhor desenvolver o trabalho em sala de aula à luz da reflexão sobre a importância da representação do indivíduo, enquanto parte de um grupo social, inserido em um contexto específico onde o processo de aprendizagem acontece. Pode, também, propiciar ao aluno a oportunidade de participar de uma experiência nova e, a partir dessa experiência, mudar uma situação ou um sentimento que o incomode. Considero essas preocupações pertinentes ao processo de formação de alunos de nível superior como profissionais

Orientador: Solange Aranha / Resumo: Os cursos de Ensino Médio Integrado (EMI) nos Institutos Federais têm uma natureza peculiar, uma vez que buscam formar o aluno tanto no ensino regular propedêutico quanto na educação profissional técnica de nível médio. A aprendizagem de uma língua estrangeira nesta conjuntura pode ser inserida no contexto do ensino de Inglês para Fins Específicos – IFE ou ESP (BROWN, 2016; HYON, 2018; WOODROW, 2018). Em uma proposta de utilização do quadro teórico do IFE para elaboração de cursos no EMI, o objetivo principal desta tese é analisar as necessidades de uso da língua inglesa em dois contextos: o contexto profissional do desenvolvedor de sistemas de computadores e o contexto das aulas das disciplinas técnicas (do eixo tecnológico) do Curso Técnico em Informática para Internet (CTIEMII) do Campus Rio Branco do Instituto Federal do Acre (IFAC). A análise visa a identificação de elementos para a elaboração de uma proposta de programa de ensinoaprendizagem de língua inglesa baseado em gêneros, habilidades e atitudes requeridas na formação do jovem no ensino integrado que forma técnicos em desenvolvimento de sistemas para Web. De maneira específica, procura-se i) identificar, por meio da análise dos documentos norteadores nacionais, do projeto pedagógico de curso do CTIEMII do IFAC e do plano de ensino do componente curricular língua inglesa desse curso, a presença dos objetivos para a formação do educando; ii) identificar, por meio de análise de necessidades, mediante aplicação de que... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Integrated High School (EMI) courses at the Federal Institutes in Brazil have a peculiar nature, since they aim at both regular secondary education and technical education at a secondary level. The learning of a foreign language in this context can be inserted in the area of English for Specific Purposes – ESP (IFE in Portuguese) (BROWN, 2016; HYON, 2018; WOODROW, 2018). The main objective of this thesis is to analyze the students’ needs of English language use in two contexts: the professional context of the computer system developer and the context of the classes (Technological axis) of the Technical Course in Web Development (CTIEMII) at the Rio Branco Campus of the Federal Institute of Acre (IFAC). The analysis aims at identifying elements which allow elaborating a proposal of an Englishlanguage teaching program based on genres, skills and attitudes required in the education of the youngs at the integrated course for Web development technicians. The objectives are specifically, i) to identify, through the analysis of the national documents, the pedagogical project of the CTIEMII at IFAC and the teaching plan of the English language subject, the presence of the objectives for the student education; ii) to identify, through the needs analysis, with the application of questionnaires and interviews with professionals, coordinators, teachers and students, aspects of the use of the English language that are necessary to the students' performance in the technical subjects of... (Complete abstract click electronic access below) / Doutor

Inspired by the Bologna Process and other globalising influences from modern higher education, and driven by policy reform for national development after the ravages of the 1994 conflict and genocide, Rwanda’s tertiary education has embarked on a number of policy reform for national development after the ravages of the 1994 conflict and genocide, Rwanda’s tertiary education has embarked on a number of policy reforms that have ushered in expectations, requirements and demands that call for both reinvigorated and new academic literacies in undergraduate study since 2007. With its aim of producing a highly skilled human resource as a panacea for Rwanda’s social and economic development deficits, the tertiary education curriculum is more than never before focused on outcomes that are linked to further education and the labour market. However, one of the problems to contend with is academic and professional under- preparedness of students entering and exiting undergraduate study, respectively. Theoretically these developments involve distancing oneself from a previous pedagogy whereby the teacher imparts knowledge to the student but instead places greater responsibility on the student to search for knowledge either individually or in a group, as well as critically examine and be able to argue a point of view in writing and through other modes of communication. Therefore, this study has been informed especially by the New Literacy Studies and the Academic Literacies Approach to understanding the development of tertiary academic literacies. The study has also been inspired by the concept of educational scaffolding. It is against this backdrop that my study set out to investigate the academic literacies requested in undergraduate study, and to explore approaches adopted by tertiary learning institutions in the country to embed academic literacies acquisition into the mainstream curriculum over the last decade. Furthermore, the study sought to explore how technology is integrated at different levels to support the acquisition of academic literacies, including technological and information literacies. In order to achieve the aforementioned, the study embarked on a qualitative blend of cross-sectional and longitudinal research designs. Principal data were gathered from official documents obtained from the government and tertiary learning institutions. Drawing on the synergies of qualitative content analysis and intertextual analysis, the documentary data were analysed and then qualitatively interpreted. The data were supplemented by a couple of questionnaire mini-surveys which were also subjected to qualitative analysis. The findings indicate that a new and expanded definition of literacy in the 21st century implies  students’ development of a set of interrelated and transferable academic competences which are elaborated in the thesis. Curriculum discourses show that there is a shift of curricular and pedagogical  emphasis from general linguistic competence as a vehicle for developing academic literacies to a more integrated embedment of a number of literacies including English for Specific Purposes (ESP), study skills, as well as information, communication and technological literacies. Regarding the use of ICT as a scaffolding tool for learning, findings show that the use of technologies has the potential to support students’ processes of academic literacies development from a highly dependent level to a more autonomous level, given that the ICT integration policies and strategies could fully materialise. / Inspirerad av Bologna Processen och andra globala strömningar inom modern högskolepedagogik har man i Rwanda inlett en mängd policy reformer inom högre utbildning för att skapa nationell utveckling efter den förödande konflikten och folkmordet 1994. Sedan 2007 ställs nya förväntningar och krav på studenter inom den grundläggande högskoleutbildningen som skapar behov av att förstärka det som i forskningen benämns som ’new literacies’. Teoretiskt tar denna strömning avstånd från en tidigare pedagogik där läraren ger studenten kunskap och lägger i stället ett allt större ansvar på studenten att enskilt eller i grupp kunna söka kunskap, kritiskt granska och kunna argumentera för en ståndpunkt i skrift. Utbildning, och särskilt högre utbildning, ses som ett universalmedel för att råda bot för Rwandas sociala och ekonomiska underutveckling. Nya krav ställs också på att utbildningen både ska ha ett relevant akademiskt ämnesinnehåll som kan leda till fortsatt utbildning och vara anpassad till en kommande  yrkespraktik. Detta ställer i sin tur krav på att blivande studenter är väl förberedda när de går in i utbildningen och att de vid genomförda studier har både akademisk kunskap och är förberedda för en yrkesprofession. Mot denna bakgrund är syftet med denna studie att undersöka vilka krav på ’academic literacy’ som har ställts på studenter i Rwanda över tid. Det sätt på vilket stöd för sådana kunskapskrav integreras i den allmänna kursplanen under det senaste årtiondet och hur kunskap i och om IKT kan integreras för att ge stöd i att uppnå kursplanens mål har också undersökts. Data består huvudsakligen av insamlade officiella dokument från regeringen samt ett tvärsnitt av institutioner för högre utbildning. Med hjälp av en kvalitativ innehållsanalys och intertextuell analys har dokumenten tolkats för att se vilka centrala förändringar vad gäller ’academic literacy’ som skett över tid. Datainsamlingen kompletterades med mindre enkätstudier som också analyserats kvalitativt. Studien visar att en ny och utvidgad definition av ’academic literacy’ vuxit fram under 2000-talet som innebär att studenter behöver utveckla ny akademisk kompetens som är relaterad till och kan överföras mellan olika områden. Diskursen i de dokument som studerats visar att det skett en förändring som innebär att allmän språklig kompetens inte räcker som medel för att utveckla ’academic literacies’ utan den har utvidgats till att även integrera ämnesspecifik språkkunskap, olika former av studieteknik och IKT. När det gäller IKT som stödjande redskap för lärande visar studien att givet att politiska beslut och strategier för IKT-användning kan genomföras, förväntas användningen av dessa redskap ha en potential att stödja studenterna i den process som det innebär att gå från att vara helt beroende av lärarens undervisning till att mera självständigt söka och utveckla kunskap. Sammanfattningsvis understryks i studien att den kritik som framförts om  högskolestudenters bristande förberedelse både för akademiska studier och för arbetslivet är utanför deras kontroll. Kritiken ska snarare ses som ett imperativ för institutioner inom högre utbildning att skapa lämpliga kurser och pedagogiska miljöer för att ge studenterna förutsättningar att kunna utveckla en ’academic literacy’ som alla studenter har rätt att tillägna sig.

The purpose of the present study is to expand our current understanding of second language classroom discourse by exploring how four English as a second language (ESL) teachers working in an intensive English program structurally organize classroom language lessons through the use of language; how students and teachers perceive the functions of the various stages in a lesson; how teachers prepare for their language lessons; and how various discourses and texts in this teaching context influence teachers‘ spoken discourse in the classroom. In order to carry out the exploratory study of language lessons, a multidimensional genre-oriented approach is utilized that is sensitive to both textual and contextual analyses of language lessons. The findings suggest that despite the spontaneous nature of classroom settings and sometimes improvised nature of classroom teaching, experienced ESL teachers have generated and internalized schemata of language lessons, which consists of a stable schematic structure and linguistic patterns that are recognizable by both teachers and students. However, rather than viewing a language lesson as a distinctive genre, the study suggests that it might be described more precisely as a sub-genre of the classroom discourse genre proper that shares broad communicative purposes with other classroom discourse sub-genres, although also maintaining its own distinct characteristics. Further, the analysis indicates that seven resources appear to interact in dynamic, dialogic, and complex ways as experienced teachers set about constructing lessons that are goal-oriented, activity-driven, cohesive, and meaningful for both themselves and their students. Finally, the results demonstrate that experienced teachers integrate various material resources in the classroom that influence their talk; consequently, a language lesson can be regarded as both a process and a product that is highly multimodal, multimedial, and intertextual. The study concludes with implications for genre studies, classroom discourse studies, and second language teacher education, and with suggestions for future research.

The purpose of the present study is to expand our current understanding of second language classroom discourse by exploring how four English as a second language (ESL) teachers working in an intensive English program structurally organize classroom language lessons through the use of language; how students and teachers perceive the functions of the various stages in a lesson; how teachers prepare for their language lessons; and how various discourses and texts in this teaching context influence teachers‘ spoken discourse in the classroom. In order to carry out the exploratory study of language lessons, a multidimensional genre-oriented approach is utilized that is sensitive to both textual and contextual analyses of language lessons. The findings suggest that despite the spontaneous nature of classroom settings and sometimes improvised nature of classroom teaching, experienced ESL teachers have generated and internalized schemata of language lessons, which consists of a stable schematic structure and linguistic patterns that are recognizable by both teachers and students. However, rather than viewing a language lesson as a distinctive genre, the study suggests that it might be described more precisely as a sub-genre of the classroom discourse genre proper that shares broad communicative purposes with other classroom discourse sub-genres, although also maintaining its own distinct characteristics. Further, the analysis indicates that seven resources appear to interact in dynamic, dialogic, and complex ways as experienced teachers set about constructing lessons that are goal-oriented, activity-driven, cohesive, and meaningful for both themselves and their students. Finally, the results demonstrate that experienced teachers integrate various material resources in the classroom that influence their talk; consequently, a language lesson can be regarded as both a process and a product that is highly multimodal, multimedial, and intertextual. The study concludes with implications for genre studies, classroom discourse studies, and second language teacher education, and with suggestions for future research.

En esta investigación se ha desarrollado un método basado en el análisis de un corpus que facilita la identificación semiautomática del vocabulario especializado, combinando criterios cualitativos y cuantitativos, y en función de las variables de frecuencia, distribución, restricción y representatividad de una unidad léxica en el dominio especializado. Se ha diseñado y recopilado un corpus lingüístico especializado del inglés escrito, profesional y académico, de la Ingeniería de Telecomunicaciones (5,5 millones de palabras).El repertorio obtenido comprende las formas especializadas, con diferentes grados de especialización, estadísticamente más significativas y representativas. Entre ellas se encuentran términos puramente técnicos que no aparecerían en otro dominio, y unidades léxicas propias del lenguaje general, del académico y de otras áreas del saber que adquieren un significado especial en las telecomunicaciones.La caracterización léxica se complementa con el estudio de las relaciones sintagmáticas, mediante la exploración de los colocados contiguos, colocados significativos, combinaciones especializadas y clusters. / A corpus-based method has been developed to facilitate the semi-automatic detection of specialized vocabulary, by combining qualitative and quantitative criteria in relation to the variables of frequency, distribution, restriction and representativiness of a lexical unit in a specialized domain. The specific corpus designed and compiled for research purposes covers the academic and professional written English of Telecommunication Engineering (5.5 millions words).The obtained lexical repertoire is a list of the statistically most significant and representative specialized forms within a range of different degrees of specialization. There are both highly technical terms restricted to the domain and lexical units from the general, academic and other subject areas language, which activate a specialized meaning in telecommunications.The lexical characterization is completed with the study of sintagmatic relations by exploring adjacent collocates, significant collocates, specialized combinations and clusters.

L’objectif principal de ce travail est d’explorer la frontière entre les erreurs grammaticales d'une part et les erreurs textuelles d'autre part, dans les productions écrites des étudiants francophones rédigeant en anglais langue étrangère (L2) à l’université. Pour ce faire, un corpus de textes d’apprenants en anglais L2 a été recueilli et annoté par le biais de plusieurs schémas d’annotation. Le premier schéma d’annotation est issu de l’UAM CorpusTool, un logiciel qui fournit une taxonomie d’erreurs intégrée. Les premières annotations ont été croisées avec d’autres annotations issues des métafonctions sémantiques que nous avons établies, en nous appuyant sur la linguistique systémique fonctionnelle.En plus de fournir des statistiques en termes de fréquence d’occurrence des erreurs spécifiques chez les apprenants francophones, le croisement des schémas a permis d’identifier certaines valeurs proprement phraséologique, sémantique et textuelle qui semblent poser des problèmes particulièrement épineux. A ce titre, une classification de ce que nous avons appelé des erreurs d’acceptabilité textuelle a été établie, dans le but notamment d’avoir une vue globale sur les erreurs identifiables à ce niveau d’analyse. En bref, le présent travail retrace donc le cheminement de l’ensemble de notre thèse de ses débuts conceptuels jusqu’à la proposition d’un modèle explicatif permettant d’établir la description de toute occurrence erronée identifiée en langue étrangère – qu’elle soit notamment grammaticale (c’est-à-dire, imputable au système linguistique) ou textuelle(c’est-à-dire, imputable au texte). / The main objective of this study is to try and pinpoint the frontier between grammatical (or sentence-level) errors on the one hand and textual errors on the other in university student essays. Accordingly, a corpus of English L2 learner texts, written by French learners, was collected and annotated using several annotation schemes. The first annotation scheme used is based on a model from the UAM CorpusTool software package, which provided us with an integrated error taxonomy. The annotations obtained were then cross-analyzed using the semantic metafunctions identified in systemic functional linguistics.In addition to providing statistics in terms of specific error frequency, our cross analysis has identified some areas that appear to pose particularly difficult problems, i.e. phraseology, and certain semantic and textual constructions. A classification of what we have called textual acceptability errors has thus been established. In short, the thesis begins with an examination of conceptual issues and ends with the proposal for an explanatory model that can describe erroneous occurrences identified in a foreign language – whether they are grammatical (i.e., linked to the language system itself) or textual (i.e. linked to the text) in nature.

The aim of this work was to investigate the treatment given to reading in classes of English as a foreign language at colleges in Maceió, especially in two courses of the tertiary sector of economy Systems Analysis Courses and Executive Secretariat Course. The relevance of the work is related to the importance of reading in English as a necessary activity to the academic and professional literacy. From this research it was possible to observe reading conceptions and its status in force nowadays in the institutions studied. In order to investigate that issue, the methodology used was based on the observations of classes in four colleges in which the discipline Inglês Instrumental (English for Specific Purposes) is taught. Thus, this work can be considered as being a qualitative research, of an ethnographic kind. Besides classroom observations, field note taking, informal interviews and questionnaires for both students and teachers were also used. The theoretical background was based on the studies of the history of reading, the socio-cognitive and discoursive aspects of reading strategies, foreign language teaching approaches and principles of English for Specific Purposes. One of the results obtained indicated that, in a general way, the teachers observed included some of the English for Specific Purposes assumptions in their classes in spite of demonstrating strong influences of the traditional features of language teaching. / O objetivo deste trabalho foi investigar o tratamento dado à leitura em aulas de Inglês como língua estrangeira em faculdades de Maceió, especificamente em cursos do setor terciário da economia Análise de Sistemas e Secretariado Executivo. A relevância do trabalho está relacionada à importância da leitura em inglês como uma atividade necessária aos letramentos acadêmico e profissional. A partir desta pesquisa foi possível observar as concepções e seu status em vigor nos dias atuais nas instituições estudadas. Para tal investigação, a metodologia usada foi baseada em observações de aulas em quatro faculdades em que a disciplina Inglês Instrumental é ensinada. Dessa forma, a pesquisa pode ser considerada como qualitativa, de cunho etnográfico. Além das observações em sala de aula, registros, entrevistas informais e questionários escritos para ambos alunos e professores também foram usados. O referencial teórico foi baseado em estudos sobre a história da leitura, os aspectos sociocognitivos e discursivos envolvidos nas estratégias de leitura; abordagens do ensino de línguas estrangeiras e nos princípios do ensino de inglês para fins específicos. Um dos resultados obtidos indicou que, de modo geral, os professores observados utilizam alguns princípios de inglês instrumental em suas aulas, apesar de demonstrarem fortes influências de aspectos tradicionais de ensino de línguas.

Made available in DSpace on 2016-06-02T20:25:01Z (GMT). No. of bitstreams: 1 1681.pdf: 9469748 bytes, checksum: c338529cfdda9ab66d63e87dd75ae7ab (MD5) Previous issue date: 2008-01-09 / This study presents a comparison of the English as a Foreign Language courses offered at two companies. Our purpose is to evaluate what is the treatment of the language use specificities in these companies employees peformance of their functions in their daily work routine. We discuss the key role of needs analysis in the design of effective LSP courses, as stated by Hutchinson and Waters (1984, 1987) and Dudley-Evans and St John (1998), among other reserchers in the field. Our data analysis shows how important it is that professionals who decide to work in this area search for solid theoretical information on this fruitful and progressive branch of EFL/ESL, more specifically. Our study can provide initial theoretical basis for those language teachers, especially the ones working with EFL,who wish to be introduced or to obtain / Este estudo objetiva comparar os cursos de inglês de duas empresas a fim de avaliar qual o tratamento dado às especificidades de uso da língua no desempenho das funções de seus funcionários-alunos em suas rotinas de trabalho. Embasados, principalmente, nos achados de Hutchinson e Waters (1984, 1987) e Dudley-Evans e St John (1998), discutimos a relevância da análise de necessidades como instrumento essencial para o planejamento de um curso para propósitos específicos mais adequado às necessidades e aos interesses de um público-alvo. A análise de dados mostra a importância que o conhecimento teórico sobre o ensino de línguas para propósitos específicos tem no trabalho de profissionais que se propõem a atuar nessa, fértil e crescente, área do ensino de línguas. Esta pesquisa pode ser utilizada como um embasamento teórico inicial para professores de língua estrangeira, sobretudo língua inglesa, que queiram conhecer ou saber mais a respeito do planejamento de um curso para propósitos específicos.

Cette thèse en anglais de spécialité s'inscrit dans le champ de la recherche en didactique de l'anglais juridique. Elle a pour objet d'observer si les séries judiciaires télévisuelles américaines contemporaines peuvent être une représentation fidèle de la procédure accusatoire en vigueur aux Etats-Unis. La première partie présente notre cadre théorique et méthodologique. Elle s'ouvre sur une réflexion concernant le champ de l'anglais juridique et les supports pédagogiques à la disposition des enseignants de cette spécialité. Dans la deuxième partie, nous analysons en quoi les séries contemporaines sont des illustrations fidèles de la procédure et au discours spécialisé. Dans notre troisième partie, nous observons en quoi les séries judiciaires peuvent être un support motivant pour l'apprentissage de l'anglais juridique. / This dissertation focuses on the field of English for Special Purposes (ESP). It aims at analysing whether contemporary american TV series are reliable sources of information for the teaching of legal English to French law students. Part 1 presents the theoretical and methodological framework of this research. It begins with a reflexion on the definition of legal English and a presentation of all the documents that teachers can use in order to illustrate the common law system. Part 2 focuses on the analysis of specialised content and discourse that one may find in TV series. Part 3 is dedicated to exploring the use of TV series in class from a motivational perspective. Finally we provide several teaching scenarios which imply the use of TV series in order to teach legal English.